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\\nLearn a language from native speakers<\\/strong>: What better way is there to learn a language than by speaking it on a daily basis? Whether you are a beginner or an advanced student, having a chance to practice with native speakers will dramati呼叫。y improve your listening and speaking skills.<\\/li>

\\nTravel, explore, discover: <\\/strong>travel enhances your worldview, allows you to experience a different culture first-hand and to learn more about yourself, your values and beliefs.<\\/li>

\\nImprove your future chances: <\\/strong>whether through improved language skills, new international connections and friends, or taking courses that 十大网赌软件 doesn\\u2019t offer \\u2013 studying abroad enhances the value of your degree and improves both your employment and graduate school chances.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"庇哩亚 Study Abroad at a Glance\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"庇哩亚 Study Abroad at a Glance"}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_6400cb5e3750f\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"Eligibility \",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"
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Must have been enrolled at 庇哩亚 for the equivalent of one<\\/strong> full academic year. (Typi呼叫。y, Junior standing).<\\/li>\\r\\n \\t
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Completed the necessary advanced language courses.<\\/li>\\r\\n \\t
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The remaining cost of the program is met through a combination of self-help, loans, and financial aid.<\\/li>\\r\\n \\t
Contact the Office of Student Financial 援助 Services for individual financial arrangements.<\\/li>\\r\\n \\t
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KIIS Scholarships<\\/a><\\/li>\\r\\n \\t
External Scholarships for Study Abroad<\\/a><\\/li>\\r\\n<\\/ul>\",\"_accordion_3_content\":\"field_62833274f79f8\",\"accordion_4_title\":\"Forms\",\"_accordion_4_title\":\"field_6283326ff79f7\",\"accordion_4_content\":\"
\\r\\n \\t
Grants for Foreign Language Majors (PDF)<\\/a><\\/li>\\r\\n \\t
Grants for Foreign Language Minors (PDF)<\\/a><\\/li>\\r\\n \\t
Study Abroad Application<\\/a><\\/li>\\r\\n \\t
Term Abroad Evaluation<\\/a><\\/li>\\r\\n<\\/ul>\",\"_accordion_4_content\":\"field_62833274f79f8\",\"accordion\":5,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Eligibility ","content":"
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Must have been enrolled at 庇哩亚 for the equivalent of one full academic year. (Typi呼叫。y, Junior standing).
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\n
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Completed the necessary advanced language courses.
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Received the recommendation of the foreign language program faculty.
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\n
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\n
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KIIS Scholarships
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Grants for Foreign Language Majors (PDF)
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AIFS Program in Grenoble<\\/a> (Fall and Spring terms)<\\/li>\\r\\n \\t
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API<\\/a><\\/li>\\r\\n \\t
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API University of Deusto
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BIST (Summer Term)
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CEA
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CIEE Engineering + Society (Fall Term, Spring Term, and Academic Year)
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ISA
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KIIS Spain I  (Summer Term)
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庇哩亚 and our surrounding area offer tremendous teaching and learning resources for 和平与社会正义研究’ students. Because of the rich history of 十大网赌软件 and responses to poverty and community development, this part of Central Appalachia has become a working laboratory for studying environmental and economic issues. Courses in this program typi呼叫。y include opportunities for community engagement and social change in 庇哩亚 and Central Appalachia.
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In the aftermath of 9/11, the study of peace with justice is increasingly significant for understanding and responding to the changes occurring in a world undergoing the processes of globalization. 和平与社会正义研究 is a field that can be used to prepare oneself to participate criti呼叫。y and effectively in addressing the challenges of globalization that in one way or another will shape our future. Through internships and international travel, students enter into different cultures, work with human rights organizations and peace practitioners.
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和平与社会正义研究 sponsors or co-sponsors numerous educational events and community activities to enrich and expand classroom work. Many 和平与社会正义研究 students are involved in various campus organizations, such as People Who Care, the Muslim Student Association, African Students Association, Hispanic Student Association, Student For a Free Tibet, Harvey Milk Society, 庇哩亚ns for Appalachia, HEAL, Black Student Union and others dedicated in various ways to the ongoing struggle for community and social justice.
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Whatever route I take, I always keep in mind that I have to continue to be persistent in all that I do, but I also have to have patience.\\u201d\\r\\n\\r\\nHow her perspective was shaped with action: <\\/em>Martina did an internship with Entrepreneurship for the Public Good Fellowship as the EPG Cohort 6 Member and EPG Fellow. She conducted 10 interviews in with community members, and elected city officials in 庇哩亚, KY and Hindman, KY. Also, she collaborated in the development of a training plan for ecofriendly business practice for the Chamber of Commerce of Hindman, KY. Using the skills she gleaned from Conflict Transformation, she facilitated 3 community discussions\\r\\n\\r\\nWhat she\\u2019s doing now:<\\/em> Martina works as a Re搜索 and Material Development Intern for NAACP\\u2019S Environmental and Climate Justice Program. She works on developing environmental justice\\u00a0toolkits\\u00a0for youth chapters and community guides on how to organize around coal plant issues.\",\"_tabs_1_body\":\"field_tabs_tabs_body\",\"tabs_2_title\":\"Lolly Saleem, '08\",\"_tabs_2_title\":\"field_tabs_tabs_title\",\"tabs_2_body\":\"A quote from Lolly:<\\/em> \\u201cIn Introduction to 和平与社会正义研究, I learned to think globally. I was no longer the center of my universe; I was a small peon in a much larger world. 和平与社会正义研究 have widened my view of society and global issues. I constantly see injustices now, whereas before, I would not have recognized them.\\u201d\\r\\n\\r\\nHow her perspective was shaped with action:<\\/em> Lolly participated in the Sheppard Poverty Alliance Internship in Helena Arkansas. She was responsible for authoring a code of re搜索 ethics for the Tri-county rural health network. In the low-income delta are there has been a history of people coming to do re搜索. 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Sarah McLewin ’12 explains how 庇哩亚’s Peace and Social Justice Program introduces students to a “new world view” through learning about global issues. The program also offers a theoretical understanding of nonviolent solutions. Through looking at the processes of past social movements while also analyzing current issues, students gain an ability to apply theory to action—now, and in their future.
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Watch Sarah McLewin’s retrospective here.
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A quote from Martina: “The highlights of my PSJ major are learning to be understanding, patient and persistent. I learned very quickly the importance of various issues and how many others issues, especially at the national level, take precedent. Whatever route I take, I always keep in mind that I have to continue to be persistent in all that I do, but I also have to have patience.”
\n
How her perspective was shaped with action: Martina did an internship with Entrepreneurship for the Public Good Fellowship as the EPG Cohort 6 Member and EPG Fellow. She conducted 10 interviews in with community members, and elected city officials in 庇哩亚, KY and Hindman, KY. Also, she collaborated in the development of a training plan for ecofriendly business practice for the Chamber of Commerce of Hindman, KY. Using the skills she gleaned from Conflict Transformation, she facilitated 3 community discussions
\n
What she’s doing now: Martina works as a Re搜索 and Material Development Intern for NAACP’S Environmental and Climate Justice Program. She works on developing environmental justice toolkits for youth chapters and community guides on how to organize around coal plant issues.
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A quote from Lolly: “In Introduction to 和平与社会正义研究, I learned to think globally. I was no longer the center of my universe; I was a small peon in a much larger world. 和平与社会正义研究 have widened my view of society and global issues. I constantly see injustices now, whereas before, I would not have recognized them.”
\n
How her perspective was shaped with action: Lolly participated in the Sheppard Poverty Alliance Internship in Helena Arkansas. She was responsible for authoring a code of re搜索 ethics for the Tri-county rural health network. In the low-income delta are there has been a history of people coming to do re搜索. However, in that area there were no guidelines that the re搜索ers had to follow that would help protect the subjects and give them a sense of dignity. It was her assignment to create a document that the re搜索ers had to comply with.
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A quote from Corrie, “Take direct action. Take it out of the books and onto the streets. Don’t get bogged down in the sorrows of injustice but inspired in the creativity and community created by working towards a more just society.”
\n
How her perspective was shaped with action: Corrie was a part of the Bonner Scholar program at 庇哩亚. She volunteered at different 的地方s in Europe and also in an urban farm in Philadelphia. She was the CELTS program manager of HEAL, a student-led sustainable community development organization.
\n","title":"Corrie Spellman"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
A quote from Wendy, “The strength of Peace and Justice Studies is its interdisciplinary nature. Disciplines are fantastic but I can’t study social class without using sociology and politics. Everyone has their comfort zone and interdisciplinary studies move you out of your comfort zone.”
\n
How her perspective was shaped with action: Williams studied Peace and Conflict as her minor at Swarthmore College. She studied conflict in Northern Ireland between Protestants and Catholics. Re搜索ing the attitudes of college students’ about their vision for the future, she found that both Catholics and Protestants could agree on an EU rule that would neutralize the sectarian conflict.
\n
What she’s doing now: Wendy Williams is an associate Professor of 心理学 and Women’s Studies at 十大网赌软件. She focuses her re搜索 on prejudice, stereotypes and discrimination. In the classroom she uses examples that have real-life consequences to explain theories and incorporates service learning projects into her curriculum.
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Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes<\\/a> for the term in question to see which instructors will be offering the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Below are section descriptions for all instructors who regularly teach GSTR 410. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Anderson, Broughton:<\\/strong> The Culture of Capitalism<\\/em>. 2020 has become a milestone for the world not just because of the global pandemic, but what the COVID-19 pandemic reveals in terms of racism, sexuality and gender discrimination, wealth distribution, health disparities, and violence towards difference. Through processes of commodification, indigenous people and their spaces have become sites of production for Western, neoliberal corporations and governments. This class will examine the struggles of indigenous groups worldwide and how Covid-19 has impacted their lifeways.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Anderson, Broughton: The Culture of Capitalism. 2020 has become a milestone for the world not just because of the global pandemic, but what the COVID-19 pandemic reveals in terms of racism, sexuality and gender discrimination, wealth distribution, health disparities, and violence towards difference. Through processes of commodification, indigenous people and their spaces have become sites of production for Western, neoliberal corporations and governments. This class will examine the struggles of indigenous groups worldwide and how Covid-19 has impacted their lifeways."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"As in past iterations of this section of 410, this class will still ask: How do your cell phone and college sweatshirt perpetuate the control and dominance of indigenous populations across the globe? We will work to explain how our everyday things (our material culture) are intimately linked to the practices of globalization and neoliberalism. Using the theories and methods of anthropology\\/archaeology, we will attempt to tease out patterns of control and dominance by using material culture from the past and present to understand these processes. With the global pandemic at the fore, three case studies are used to explore how Western constructions of the world are integral to the production material culture and how indigenous populations are negotiating and resisting these practices.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"As in past iterations of this section of 410, this class will still ask: How do your cell phone and college sweatshirt perpetuate the control and dominance of indigenous populations across the globe? We will work to explain how our everyday things (our material culture) are intimately linked to the practices of globalization and neoliberalism. Using the theories and methods of anthropology/archaeology, we will attempt to tease out patterns of control and dominance by using material culture from the past and present to understand these processes. With the global pandemic at the fore, three case studies are used to explore how Western constructions of the world are integral to the production material culture and how indigenous populations are negotiating and resisting these practices."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Broadhead, Edwin: <\\/strong>Religious Conflict in the Modern Era. <\\/em>This course will analyze the role of religious conflict in the 20th and 21st century. Charles Kimball\\u2019s When Religion Becomes Evil<\\/em> will be used to establish a phenomenological grid for evaluating pathological traits within a wide range of religious traditions. This class will also discuss tools for critical analysis and will demonstrate how an issue may be approached through different modes of discourse. Students will be taught to look for a variety of factors at work in a specific religious conflict: among these are historical, sociological, cultural, political, economic, and environmental factors. Student projects will use a multidisciplinary perspective to investigate specific religious conflicts in area such as: the Middle East; Northern Ireland; the Balkans; India and Pakistan; and Iran, Iraq, Pakistan, and Afghanistan.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Broadhead, Edwin: Religious Conflict in the Modern Era. This course will analyze the role of religious conflict in the 20th and 21st century. Charles Kimball’s When Religion Becomes Evil will be used to establish a phenomenological grid for evaluating pathological traits within a wide range of religious traditions. This class will also discuss tools for critical analysis and will demonstrate how an issue may be approached through different modes of discourse. Students will be taught to look for a variety of factors at work in a specific religious conflict: among these are historical, sociological, cultural, political, economic, and environmental factors. Student projects will use a multidisciplinary perspective to investigate specific religious conflicts in area such as: the Middle East; Northern Ireland; the Balkans; India and Pakistan; and Iran, Iraq, Pakistan, and Afghanistan."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In addition to theological issues, our focus will include issues such as history, sociology, culture, politics, economics and environmental factors.<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In addition to theological issues, our focus will include issues such as history, sociology, culture, politics, economics and environmental factors."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Burnside, Jackie: <\\/strong>Weapons of the Weak.<\\/em> Can humor be another defense against the universe (Mel Brooks)? Humor, a cultural trait that anthropologists have documented in all societies, serves many functions depending upon the context and audience. For instance, dominant groups may use negative stereotypes and ridicule to ensure conformity to their status quo while subordinate groups may create humor, e.g. jokes, of a self-deprecating manner to \\u2018rise above\\u2019 the negative images aimed against them. As part of our comparative approach to learn more about various cultures\\u2019 traditions of humor and contexts, the functions served and the genres depicted (e.g. satire, irony, political, folklore and trickster), we will understand more about the ways in which humor represents \\u2018weapons of the weak.\\u2019\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Burnside, Jackie: Weapons of the Weak. Can humor be another defense against the universe (Mel Brooks)? Humor, a cultural trait that anthropologists have documented in all societies, serves many functions depending upon the context and audience. For instance, dominant groups may use negative stereotypes and ridicule to ensure conformity to their status quo while subordinate groups may create humor, e.g. jokes, of a self-deprecating manner to ‘rise above’ the negative images aimed against them. As part of our comparative approach to learn more about various cultures’ traditions of humor and contexts, the functions served and the genres depicted (e.g. satire, irony, political, folklore and trickster), we will understand more about the ways in which humor represents ‘weapons of the weak.’"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Cahill, Richard: <\\/strong>\\u201cWho is a Neighbor?\\u201d<\\/em> In a global age, is a refugee on the other side of the planet, your neighbor? What, if any, is your moral obligation? You will read primary sources from the Western tradition and from Middle Eastern traditions as you explore these questions. In this course you will connect with students in Egypt through video conferencing and\\/or online, to discuss texts and issues.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Cahill, Richard: “Who is a Neighbor?” In a global age, is a refugee on the other side of the planet, your neighbor? What, if any, is your moral obligation? You will read primary sources from the Western tradition and from Middle Eastern traditions as you explore these questions. In this course you will connect with students in Egypt through video conferencing and/or online, to discuss texts and issues."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Chapman, Daniel: <\\/strong>Examining the United Nations Sustainability Goals for 2030<\\/em>. This course will explore the idea of sustainability across the world from a personal, community, and national perspective. We will explore global goals as set by the UN, examine the differences for individual nations, and reflect on the impact of sustainability across the globe as the individual and the community.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Chapman, Daniel: Examining the United Nations Sustainability Goals for 2030. This course will explore the idea of sustainability across the world from a personal, community, and national perspective. We will explore global goals as set by the UN, examine the differences for individual nations, and reflect on the impact of sustainability across the globe as the individual and the community."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Clark, Sean: <\\/strong>Global Challenges, Local Solutions<\\/em>. \\u201cNever doubt that a small group of thoughtful, committed citizens can change the world; indeed, it\\u2019s the only thing that ever has.\\u201d This inspiring and thought-provoking quote, usually attributed to anthropologist Margaret Mead, will serve as the central theme for this section. Rather than simply accepting the statement outright, however, we\\u2019ll use it as a starting point for examining the 17 Sustainable Development Goals (SDGs) agreed upon by the 193 member states of the United Nations (UN) in 2015. How are the global challenges described in these SDGs being addressed in a manner that results in desired improvements at local levels (e.g. cities, villages, communities and neighborhoods)? Can creative solutions yielding local breakthroughs in one part of the world be transferred to other areas effectively? If so, how? Are some challenges simply beyond the capacities of local problem-solving? And what are the necessary and appropriate roles of national governments, multinational corporations, organized religion, non-governmental organizations, and other institutions in reaching the UN SDGs by 2030? As a class we will explore and understand the rationale and current status of all of the SDGs. Then each student will have the opportunity to focus on one that interests them as the basis for the re搜索 project.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Clark, Sean: Global Challenges, Local Solutions. “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.” This inspiring and thought-provoking quote, usually attributed to anthropologist Margaret Mead, will serve as the central theme for this section. Rather than simply accepting the statement outright, however, we’ll use it as a starting point for examining the 17 Sustainable Development Goals (SDGs) agreed upon by the 193 member states of the United Nations (UN) in 2015. How are the global challenges described in these SDGs being addressed in a manner that results in desired improvements at local levels (e.g. cities, villages, communities and neighborhoods)? Can creative solutions yielding local breakthroughs in one part of the world be transferred to other areas effectively? If so, how? Are some challenges simply beyond the capacities of local problem-solving? And what are the necessary and appropriate roles of national governments, multinational corporations, organized religion, non-governmental organizations, and other institutions in reaching the UN SDGs by 2030? As a class we will explore and understand the rationale and current status of all of the SDGs. Then each student will have the opportunity to focus on one that interests them as the basis for the re搜索 project."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Dickerson, Jacob:<\\/strong> Global Issues on the Final Frontier.<\\/em> It has been said that Science Fiction is more about the present than it is about the future. The genre provides the opportunity for allegorical \\u2013 and often critical \\u2013 explorations of contemporary concerns in a futuristic and fantastical setting. Since the time of its debut in 1966, the Star Trek<\\/em> television and film franchise has been at the forefront of the genre\\u2019s tendency toward social commentary. Creator Gene Roddenberry envisioned a peaceful future in which human understanding and intelligence are the drivers of progress. Using Star Trek<\\/em>as a focal point, this course will explore the ways in which global issues are presented in science fiction and popular culture more broadly. We will examine issues central to the Star Trek<\\/em> franchise, including (but not limited to) war, race, religion\\/spirituality, economics, the role of technology, and the definition of humanity. No previous knowledge of the Star Trek<\\/em> franchise is necessary.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Dickerson, Jacob: Global Issues on the Final Frontier. It has been said that Science Fiction is more about the present than it is about the future. The genre provides the opportunity for allegorical – and often critical – explorations of contemporary concerns in a futuristic and fantastical setting. Since the time of its debut in 1966, the Star Trek television and film franchise has been at the forefront of the genre’s tendency toward social commentary. Creator Gene Roddenberry envisioned a peaceful future in which human understanding and intelligence are the drivers of progress. Using Star Trekas a focal point, this course will explore the ways in which global issues are presented in science fiction and popular culture more broadly. We will examine issues central to the Star Trek franchise, including (but not limited to) war, race, religion/spirituality, economics, the role of technology, and the definition of humanity. No previous knowledge of the Star Trek franchise is necessary."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Ferreti, Gwendolyn: <\\/strong>Love, Death, & Migrant Flows: Transnational Movement in the Age of Restrictions.<\\/em> This capstone experience for General Education invites students to synthesize and integrate their learning by using their developing abilities to reason, re搜索, and communicate to investigate aspects of a significant issue for the world today.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Ferreti, Gwendolyn: Love, Death, & Migrant Flows: Transnational Movement in the Age of Restrictions. This capstone experience for General Education invites students to synthesize and integrate their learning by using their developing abilities to reason, re搜索, and communicate to investigate aspects of a significant issue for the world today."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This section of the course will examine the processes of global migration and its varied lived experiences including: the creation and maintenance of family; reshaping love across borders; and facing death and survivance. We will analyze regular and irregular transnational flows; economic and political refugees; and criti呼叫。y interrogate the effects and consequences of immigration laws and policies on migrants and refugees themselves. Employing interdisciplinary approaches, students will learn about migration and conduct\\/compose original re搜索 that draws from the fields, frames, and themes of course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This section of the course will examine the processes of global migration and its varied lived experiences including: the creation and maintenance of family; reshaping love across borders; and facing death and survivance. We will analyze regular and irregular transnational flows; economic and political refugees; and criti呼叫。y interrogate the effects and consequences of immigration laws and policies on migrants and refugees themselves. Employing interdisciplinary approaches, students will learn about migration and conduct/compose original re搜索 that draws from the fields, frames, and themes of course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Gowler, Steve:<\\/strong>\\u00a0Cosmopolitanism and Its Discontents<\\/em>. We will explore historical and contemporary understandings of world citizenship, considering arguments both for and against the universal values that underlie the ethical concept of cosmopolitanism. Global poverty, immigration, climate change, human rights, and nationalism are among the topics we will discuss. Required texts include Kwame Anthony Appiah\\u2019s Cosmopolitanism: Ethics in a World of Strangers<\\/em>, Viet Thanh Nguyen\\u2019s The Refugees<\\/em>, and Abhijit Banerjee and Esther Duflo\\u2019s Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty<\\/em>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Gowler, Steve: Cosmopolitanism and Its Discontents. We will explore historical and contemporary understandings of world citizenship, considering arguments both for and against the universal values that underlie the ethical concept of cosmopolitanism. Global poverty, immigration, climate change, human rights, and nationalism are among the topics we will discuss. Required texts include Kwame Anthony Appiah’s Cosmopolitanism: Ethics in a World of Strangers, Viet Thanh Nguyen’s The Refugees, and Abhijit Banerjee and Esther Duflo’s Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Gray, Gordon: <\\/strong>As one of the most important and controversial political topics in the USA in the early 2000s, immigration has received conspicuous amounts of news coverage, inflamed debates over issues of rights and privileges, and affected the way entire groups of people have been treated in this country. While undocumented international immigration receives most of the press, internal and temporary migrations are statisti呼叫。y more important\\u2014both internationally and in the USA. In this sense, the migration of people in the USA from poor and\\/or rural areas to urban areas is at least as crucial an issue. The drain of talent and labor from areas such as Appalachia has had a long and devastating effect upon the areas from which people are emigrating.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Gray, Gordon: As one of the most important and controversial political topics in the USA in the early 2000s, immigration has received conspicuous amounts of news coverage, inflamed debates over issues of rights and privileges, and affected the way entire groups of people have been treated in this country. While undocumented international immigration receives most of the press, internal and temporary migrations are statisti呼叫。y more important—both internationally and in the USA. In this sense, the migration of people in the USA from poor and/or rural areas to urban areas is at least as crucial an issue. The drain of talent and labor from areas such as Appalachia has had a long and devastating effect upon the areas from which people are emigrating."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In this course, we will look at diverse movements of people over time and through space. In doing so, the course will focus on the economic and cultural rationales and consequences of human migration, not just on the 的地方s people are moving to, but on the 的地方s that people are moving from. We will investigate the multitude of forms that human migration has taken histori呼叫。y and takes now\\u2014both in the USA and internationally. Case studies will include: the Transatlantic Slave trade; the Partition of India; the dis的地方ment of the citizens of New Orleans after Hurricane Katrina; and the effects of the drug wars on people living on the border with Mexico. Student projects will focus on issues of migration, and in particular I would like students to relate American experiences and issues of migration with those of international migration, building on the perspectives from their majors in combination with the perspectives that form the basis for this course. Interdisciplinary approaches are encouraged.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In this course, we will look at diverse movements of people over time and through space. In doing so, the course will focus on the economic and cultural rationales and consequences of human migration, not just on the 的地方s people are moving to, but on the 的地方s that people are moving from. We will investigate the multitude of forms that human migration has taken histori呼叫。y and takes now—both in the USA and internationally. Case studies will include: the Transatlantic Slave trade; the Partition of India; the dis的地方ment of the citizens of New Orleans after Hurricane Katrina; and the effects of the drug wars on people living on the border with Mexico. Student projects will focus on issues of migration, and in particular I would like students to relate American experiences and issues of migration with those of international migration, building on the perspectives from their majors in combination with the perspectives that form the basis for this course. Interdisciplinary approaches are encouraged."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Huck, Dan: <\\/strong>This section of the course will examine the response of the community of nations to genocide, crimes against humanity, and war crimes using the concepts and mechanisms of criminal law. Students will analyze the history of international criminal law development, especially since WWII. The course 的地方s particular emphasis on the development of the special tribunals for the former Yugoslavia and Rwanda, as well as the special court developed for Cambodia. The course will conclude with a consideration of the International Criminal Court\\u2019s first decade of operations, including a review of ongoing cases and a mock indictment proceeding conducted by students against persons of interest before the ICC.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Huck, Dan: This section of the course will examine the response of the community of nations to genocide, crimes against humanity, and war crimes using the concepts and mechanisms of criminal law. Students will analyze the history of international criminal law development, especially since WWII. The course 的地方s particular emphasis on the development of the special tribunals for the former Yugoslavia and Rwanda, as well as the special court developed for Cambodia. The course will conclude with a consideration of the International Criminal Court’s first decade of operations, including a review of ongoing cases and a mock indictment proceeding conducted by students against persons of interest before the ICC."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Lakhan, Ram:<\\/strong> A Global Perspective on World Health<\\/em>. The burdens of health diseases are unequally distributed. People with higher income have better health statuses than the poor in many countries. Why is this inequality there? Where are the gaps? How is our health connected globally? What are social, biological, and environmental factors that contribute to poor health and increase disparities with age, income, employment, education, gender, 的地方 of living, etc.? In this course, we will begin with an introduction to global health. We will then analyze global health systems and important global health challenges: HIV\\/AIDS, malaria, access to pharmaceuticals, and maternal and child health. The course will incorporate knowledge and views from multiple academic disciplines, including public health, economics, politics, management, and sociology. Current media events related to global health will also be integrated into classroom discussions. Students will conduct re搜索 and analyze identified issues related to global health.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Lakhan, Ram: A Global Perspective on World Health. The burdens of health diseases are unequally distributed. People with higher income have better health statuses than the poor in many countries. Why is this inequality there? Where are the gaps? How is our health connected globally? What are social, biological, and environmental factors that contribute to poor health and increase disparities with age, income, employment, education, gender, 的地方 of living, etc.? In this course, we will begin with an introduction to global health. We will then analyze global health systems and important global health challenges: HIV/AIDS, malaria, access to pharmaceuticals, and maternal and child health. The course will incorporate knowledge and views from multiple academic disciplines, including public health, economics, politics, management, and sociology. Current media events related to global health will also be integrated into classroom discussions. Students will conduct re搜索 and analyze identified issues related to global health."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Malaklou, M. Shadee:<\\/strong> The Revolution Will Not Be Humanized.<\\/em> This upper-division General Education capstone will introduce students to critiques of humanism in fields like Women\\u2019s and Gender (and Sexuality) Studies, Posthuman Studies, Critical Animal Studies, Feminist Science Studies, and other inter- and trans-disciplines that are committed to social justice. Students will read texts by international thinkers who agitate for a new global world order like Frantz Fanon, Sylvia Wynter, Kim Tallbear, Zakiyyah Iman Jackson, and others, in order to understand why liberal humanism has failed to protect the most vulnerable among us, and in order to understand how to move outside of humanist discourse in order to articulate our demands for revolution.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Malaklou, M. Shadee: The Revolution Will Not Be Humanized. This upper-division General Education capstone will introduce students to critiques of humanism in fields like Women’s and Gender (and Sexuality) Studies, Posthuman Studies, Critical Animal Studies, Feminist Science Studies, and other inter- and trans-disciplines that are committed to social justice. Students will read texts by international thinkers who agitate for a new global world order like Frantz Fanon, Sylvia Wynter, Kim Tallbear, Zakiyyah Iman Jackson, and others, in order to understand why liberal humanism has failed to protect the most vulnerable among us, and in order to understand how to move outside of humanist discourse in order to articulate our demands for revolution."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Martin, Deborah: <\\/strong>Fat Men in Skirts: Gender Performance and Identity. <\\/em>This class will examine performative elements of gender, and how those elements are descended from traditional theatrical approaches to text and practice. Issues of gender identity, context, and performance will be explored in both western and non-western cultures. Gender identity issues will manifest in examples that many in American society may deem taboo, including cross-dressing, drag performance, transvestitism, etc. Both historical and contemporary issues related to these topics will be included.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Martin, Deborah: Fat Men in Skirts: Gender Performance and Identity. This class will examine performative elements of gender, and how those elements are descended from traditional theatrical approaches to text and practice. Issues of gender identity, context, and performance will be explored in both western and non-western cultures. Gender identity issues will manifest in examples that many in American society may deem taboo, including cross-dressing, drag performance, transvestitism, etc. Both historical and contemporary issues related to these topics will be included."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The overarching aim of this course is to provide students with an understanding of gender as a culturally variable product and to broaden students\\u2019 understanding of genders and sexualities through a variety of case studies. The course explores the ways in which cultures, western as well as non-western, construct and provide meanings to gender roles. Cultural anthropologists have noted that while biological understandings of sexes are important, other aspects such as the role of social and cultural forces remain less-well known or naturalized and therefore demand attention and scrutiny. Because gender is often perceived as \\u201cnatural\\u201d rather than cultural, this course strives to destabilize our assumptions and broaden understandings of these issues.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The overarching aim of this course is to provide students with an understanding of gender as a culturally variable product and to broaden students’ understanding of genders and sexualities through a variety of case studies. The course explores the ways in which cultures, western as well as non-western, construct and provide meanings to gender roles. Cultural anthropologists have noted that while biological understandings of sexes are important, other aspects such as the role of social and cultural forces remain less-well known or naturalized and therefore demand attention and scrutiny. Because gender is often perceived as “natural” rather than cultural, this course strives to destabilize our assumptions and broaden understandings of these issues."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Important content disclosure:<\\/u><\\/strong> <\\/strong>Some of the materials in this class have adult themes and subjects, sexual and\\/or violent situations, explicit language, etc. If you are likely to be offended by any of these, you are strongly encouraged to register for another section.<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Important content disclosure: Some of the materials in this class have adult themes and subjects, sexual and/or violent situations, explicit language, etc. If you are likely to be offended by any of these, you are strongly encouraged to register for another section."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- McKee, Lauren: <\\/strong> Energy resources are the fundamental thread that hold together the tapestry of globalization. Energy fuels militaries, drives commerce, and can raise standards of living. Access to resources (renewable and non-renewable) can incite wars between states, acts of terrorism, and territorial conflict. This course will examine the use of natural resources through the nexus of energy security, that is, within the context of economic, environmental, and national security. We will cover a diverse range of regions and issues, for example: early discoveries of oil in Titusville, PA, and subsequent industry development; criticality of oil in World War II; 1973 Arab Oil Embargo; the \\u201cresource curse\\u201d in countries such as Equatorial Guinea; nuclear energy and nuclear weapons; economic development and pollution in China; Russia and the oil\\/gas weapon, and more. We will also regularly incorporate news stories from around the world, using our historic and theoretical foundation to better understand current, global events. In the end, students should have a better understanding of the political implications of resource availability, consumption, and production.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- McKee, Lauren:  Energy resources are the fundamental thread that hold together the tapestry of globalization. Energy fuels militaries, drives commerce, and can raise standards of living. Access to resources (renewable and non-renewable) can incite wars between states, acts of terrorism, and territorial conflict. This course will examine the use of natural resources through the nexus of energy security, that is, within the context of economic, environmental, and national security. We will cover a diverse range of regions and issues, for example: early discoveries of oil in Titusville, PA, and subsequent industry development; criticality of oil in World War II; 1973 Arab Oil Embargo; the “resource curse” in countries such as Equatorial Guinea; nuclear energy and nuclear weapons; economic development and pollution in China; Russia and the oil/gas weapon, and more. We will also regularly incorporate news stories from around the world, using our historic and theoretical foundation to better understand current, global events. In the end, students should have a better understanding of the political implications of resource availability, consumption, and production."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- McKiernan Gonzalez, Eileen: <\\/strong>The Postcolonial Experience<\\/em>. This course will consider issues of identity in contemporary culture (as seen in art, literature, and film) with a focus on the developing world marked by colonial history. We will set the conceptual base looking at critiques of \\u201cWestern\\u201d views on other civilizations in Postmodernity. We will focus on comparative studies of approaches to modernity and hybrid identity in the Indian Subcontinent, Africa, and Latin America. We will proceed with issues of self-identity versus objectification, center versus periphery, and activism in the arts.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- McKiernan Gonzalez, Eileen: The Postcolonial Experience. This course will consider issues of identity in contemporary culture (as seen in art, literature, and film) with a focus on the developing world marked by colonial history. We will set the conceptual base looking at critiques of “Western” views on other civilizations in Postmodernity. We will focus on comparative studies of approaches to modernity and hybrid identity in the Indian Subcontinent, Africa, and Latin America. We will proceed with issues of self-identity versus objectification, center versus periphery, and activism in the arts."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Meadows, Richard: <\\/strong>Why are some countries poorer than others? What can be done to accelerate their development and reduce poverty? We will debate many facets of the question, including the legacy of colonialism, government, the economy, education, conflict, health, agriculture, natural resources & foreign aid. For your final project, you\\u2019ll choose a developing country and do a case study on why it is poor and what has been done and could be done to foster its development.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Meadows, Richard: Why are some countries poorer than others? What can be done to accelerate their development and reduce poverty? We will debate many facets of the question, including the legacy of colonialism, government, the economy, education, conflict, health, agriculture, natural resources & foreign aid. For your final project, you’ll choose a developing country and do a case study on why it is poor and what has been done and could be done to foster its development."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Norris, Ian: <\\/strong>Creativity and Innovation.<\\/em> From the cave paintings of Lascaux to the design labs of Silicon Valley; From the soaring heights of a Bach Cantata or Cologne Cathedral to the sustainable manufacturing facilities of BMW and the green architecture of Torre Reforma in Mexico City and the Shanghai Tower, what do creativity and innovation have in common, and what role does creativity play in solving the most pressing global problems today? We will examine the psychology of creativity and its application to problem-solving. We will also examine the process of design thinking and its role in product development and business innovation. Drawing on disciplinary backgrounds as well as campus work experience, students will apply creative insights and design thinking to a global problem of interest, guided by the UN Sustainable Development goals.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Norris, Ian: Creativity and Innovation. From the cave paintings of Lascaux to the design labs of Silicon Valley; From the soaring heights of a Bach Cantata or Cologne Cathedral to the sustainable manufacturing facilities of BMW and the green architecture of Torre Reforma in Mexico City and the Shanghai Tower, what do creativity and innovation have in common, and what role does creativity play in solving the most pressing global problems today? We will examine the psychology of creativity and its application to problem-solving. We will also examine the process of design thinking and its role in product development and business innovation. Drawing on disciplinary backgrounds as well as campus work experience, students will apply creative insights and design thinking to a global problem of interest, guided by the UN Sustainable Development goals."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Parr, Mary: <\\/strong>Human Survival into the 22^{nd<\\/sup> Century.<\\/em> In the past 20 years, we have seen runaway carbon emissions accelerate climate change, major losses in terms of biodiversity of animal and plant species, increasing air quality issues, the emergence of new and dangerous diseases (not just COVID-19, but near-miss pandemics of Ebola and SARS earlier in the century). All of this raises real questions about if and how humanity can survive the stress to the planetary ecosystem we have 的地方d on it. In this course, we will explore the various aspects of these challenges and how these problems can and must be addressed.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Parr, Mary: Human Survival into the 22^nd Century. In the past 20 years, we have seen runaway carbon emissions accelerate climate change, major losses in terms of biodiversity of animal and plant species, increasing air quality issues, the emergence of new and dangerous diseases (not just COVID-19, but near-miss pandemics of Ebola and SARS earlier in the century). All of this raises real questions about if and how humanity can survive the stress to the planetary ecosystem we have 的地方d on it. In this course, we will explore the various aspects of these challenges and how these problems can and must be addressed."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Pearson, Eric<\\/strong>: Technology and Population.<\\/em> Throughout the 20^{th<\\/sup> century, technological advancements (the synthesis of nitrogen from fossil fuels, the near elimination of certain diseases, the so-呼叫。ed \\u201cGreen Revolution\\u201d) have contributed to a population growth unseen at any other time in human history. This course will follow these developments, pursuing answers to scientific, moral, political, economic, and other questions that arise from technological developments and population growth, which can be expected to continue deep into the 21^{st<\\/sup> century. Student re搜索 will focus on particular countries and how technology and population growth have affected all aspects of national and international issues.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Pearson, Eric: Technology and Population. Throughout the 20^th century, technological advancements (the synthesis of nitrogen from fossil fuels, the near elimination of certain diseases, the so-呼叫。ed “Green Revolution”) have contributed to a population growth unseen at any other time in human history. This course will follow these developments, pursuing answers to scientific, moral, political, economic, and other questions that arise from technological developments and population growth, which can be expected to continue deep into the 21^st century. Student re搜索 will focus on particular countries and how technology and population growth have affected all aspects of national and international issues."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Poggio, Carlos G.:<\\/strong> International Public Policy Formulation. <\\/em>This project-centered course teaches students how to re搜索 and present effective policy advice through the development of a policy brief. The course aims to improve practical skills for identifying problems in the field of International Relations and formulating recommendations to help policymakers make decisions. In following Albert Einstein\\u2019s advice, who once said: \\u201cIf I had an hour to solve a problem, I\\u2019d spend 55 minutes thinking about the problem and five minutes thinking about solutions,\\u201d the greater part of the course will be dedicated to thinking about a global problem and defining it clearly. The course, therefore, is less about trying to solve world\\u2019s problems and more about scrutinizing a particular problem chosen by the student. At the end of the course, students are expected to: 1. Know how to identify a concrete global policy issue, 2. Refine their analytical skills, 3. Be able to effectively produce and present recommendations to influence the formulation of public policies in the international arena.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Poggio, Carlos G.: International Public Policy Formulation. This project-centered course teaches students how to re搜索 and present effective policy advice through the development of a policy brief. The course aims to improve practical skills for identifying problems in the field of International Relations and formulating recommendations to help policymakers make decisions. In following Albert Einstein’s advice, who once said: “If I had an hour to solve a problem, I’d spend 55 minutes thinking about the problem and five minutes thinking about solutions,” the greater part of the course will be dedicated to thinking about a global problem and defining it clearly. The course, therefore, is less about trying to solve world’s problems and more about scrutinizing a particular problem chosen by the student. At the end of the course, students are expected to: 1. Know how to identify a concrete global policy issue, 2. Refine their analytical skills, 3. Be able to effectively produce and present recommendations to influence the formulation of public policies in the international arena."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Reid, Maurice: <\\/strong>Winning with Logistics. <\\/em>This section of GSTR 410 will study the evolution of transportation systems, technology, and corporations in the development of global supply chains and their competitive impact on organizations, governments, countries, and economies. Beginning with the start of recorded commerce the class will trace major developments in logistics, supply chain management, and commercial organizations to understand how and why these trends have affected firm and regional competitiveness. This class will learn about the growth of freight handling systems and their impact on the economies of the regions they serve, as well as the use of communications technology and its impact on the way commerce is conducted. The class will study what motivates an economy\\/government to develop transportation infrastructure, the benefits of having an efficient transportation network, and how different economies have used logistics practices to grow and dominate a region. Given this history of development and growth, the class will explore why and how organizations benefit from having access to efficient transportation and applying technology to transportation practices. This course will use case studies, readings, and a re搜索 paper to demonstrate student understanding and application of the theory discussed in the class. The re搜索 component of this section will be satisfied by a re搜索 paper demonstrating an understanding of supply chain choices and their impact on an organization\\u2019s performance in its environment.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Reid, Maurice: Winning with Logistics. This section of GSTR 410 will study the evolution of transportation systems, technology, and corporations in the development of global supply chains and their competitive impact on organizations, governments, countries, and economies. Beginning with the start of recorded commerce the class will trace major developments in logistics, supply chain management, and commercial organizations to understand how and why these trends have affected firm and regional competitiveness. This class will learn about the growth of freight handling systems and their impact on the economies of the regions they serve, as well as the use of communications technology and its impact on the way commerce is conducted. The class will study what motivates an economy/government to develop transportation infrastructure, the benefits of having an efficient transportation network, and how different economies have used logistics practices to grow and dominate a region. Given this history of development and growth, the class will explore why and how organizations benefit from having access to efficient transportation and applying technology to transportation practices. This course will use case studies, readings, and a re搜索 paper to demonstrate student understanding and application of the theory discussed in the class. The re搜索 component of this section will be satisfied by a re搜索 paper demonstrating an understanding of supply chain choices and their impact on an organization’s performance in its environment."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Richey, Jeff: <\\/strong>Tradition and Modernity in East Asian Cinema.<\\/em> By watching and discussing classic and contemporary films from China, South Korea, and Japan, and reflecting on the historical process of modernization in these countries during the 19th and 20th centuries, students will come to understand why modern East Asian societies combine the past and the present, the indigenous and the Western, as they do, what the social costs and benefits of such cultural fusions are, and how such \\u201ccompressed modernity\\u201d relates to the rest of the world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Richey, Jeff: Tradition and Modernity in East Asian Cinema. By watching and discussing classic and contemporary films from China, South Korea, and Japan, and reflecting on the historical process of modernization in these countries during the 19th and 20th centuries, students will come to understand why modern East Asian societies combine the past and the present, the indigenous and the Western, as they do, what the social costs and benefits of such cultural fusions are, and how such “compressed modernity” relates to the rest of the world."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Sergent, Tyler:<\\/strong> Faith and Fanatics: Religious Extremists at Home and Abroad. <\\/em>The narrative propagated in western media and political discourse continues to use the terms \\u201cradical\\u201d and \\u201cextremist\\u201d to describe religious groups that are predominately found outside of North America and western Europe. Historical and contemporary realities contradict this narrative, and we can observe and study radical, extremist, violent religious groups originating within North America and Western Europe. We can also identify radical, extremist, violent policies by North American and Western European nations\\u2014through colonialism, imperialism, and various forms of political and economic hegemony\\u2014that have contributed to the radicalization, extremism, and violence of religious groups found around the world. Our course will study both local and global religious extremism in order to understand its historical motivations, contemporary actions, and to analyze criti呼叫。y its claims of religious identity and authority.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Sergent, Tyler: Faith and Fanatics: Religious Extremists at Home and Abroad. The narrative propagated in western media and political discourse continues to use the terms “radical” and “extremist” to describe religious groups that are predominately found outside of North America and western Europe. Historical and contemporary realities contradict this narrative, and we can observe and study radical, extremist, violent religious groups originating within North America and Western Europe. We can also identify radical, extremist, violent policies by North American and Western European nations—through colonialism, imperialism, and various forms of political and economic hegemony—that have contributed to the radicalization, extremism, and violence of religious groups found around the world. Our course will study both local and global religious extremism in order to understand its historical motivations, contemporary actions, and to analyze criti呼叫。y its claims of religious identity and authority."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Starnes, Bobby: <\\/strong>This course will explore historical and contemporary issues and experiences, both shared and unique, of Indigenous peoples around the globe. It is designed to help us get past the stereotypes and superficial knowledge we may have and into learning about these cultures in ways that help us see, understand, and identify the value of Indigenous peoples\\u2019 traditions, histories, and cultural expectations. At the same time, we will explore the ways these cultural groups experience, respond to, and resist external pressure to \\u201cmodernize\\u201d or assimilate\\u2013and the often-accompanying threats to their lives, land, resources, and ways of life. Using existing re搜索, you will construct an understanding of validity threats, identify design defects, and criti呼叫。y and skepti呼叫。y study the re搜索 base relating to one Indigenous group. You will use diverse entry points and include the voices of the Indigenous peoples themselves. Using shared learning techniques and a variety of hands-on experiences, you will prepare and present either a project or paper that fulfills the course requirements identified in the GSTR 410 general description.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Starnes, Bobby: This course will explore historical and contemporary issues and experiences, both shared and unique, of Indigenous peoples around the globe. It is designed to help us get past the stereotypes and superficial knowledge we may have and into learning about these cultures in ways that help us see, understand, and identify the value of Indigenous peoples’ traditions, histories, and cultural expectations. At the same time, we will explore the ways these cultural groups experience, respond to, and resist external pressure to “modernize” or assimilate–and the often-accompanying threats to their lives, land, resources, and ways of life. Using existing re搜索, you will construct an understanding of validity threats, identify design defects, and criti呼叫。y and skepti呼叫。y study the re搜索 base relating to one Indigenous group. You will use diverse entry points and include the voices of the Indigenous peoples themselves. Using shared learning techniques and a variety of hands-on experiences, you will prepare and present either a project or paper that fulfills the course requirements identified in the GSTR 410 general description."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Stokes, Emmanuel: <\\/strong>\\u201cYou Don\\u2019t Own Me\\u201d: Cultural Appropriation and Arts around the Globe. <\\/em>In this course we will explore ideas of ownership, appropriation, and misappropriation in artistic and creative endeavors around the world, and responses to them. With its title taken from Leslie Gore\\u2019s 1963 hit song with a Civil Rights focus and an intentionally feminist stance, this will include discourse on art through the vehicles of music, visuals, theatre, aesthetics, ethnicity, race, politics, identity performativity, and sexual expression from around the globe. The course will establish baseline inquiries such as, \\u201cwhat is art,\\u201d \\u201cwhat is ownership,\\u201d and \\u201cwhat is appropriation,\\u201d to then investigate larger queries such as \\u201ccan \\u2018beautiful\\u2019 \\u2018art\\u2019 come from culturally appropriative practices,\\u201d \\u201cdo culturally appropriative behaviors sometimes flatter,\\u201d and \\u201ccan the benefits of culturally appropriative practices outweigh the costs in certain (or any) circumstances?\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Stokes, Emmanuel: “You Don’t Own Me”: Cultural Appropriation and Arts around the Globe. In this course we will explore ideas of ownership, appropriation, and misappropriation in artistic and creative endeavors around the world, and responses to them. With its title taken from Leslie Gore’s 1963 hit song with a Civil Rights focus and an intentionally feminist stance, this will include discourse on art through the vehicles of music, visuals, theatre, aesthetics, ethnicity, race, politics, identity performativity, and sexual expression from around the globe. The course will establish baseline inquiries such as, “what is art,” “what is ownership,” and “what is appropriation,” to then investigate larger queries such as “can ‘beautiful’ ‘art’ come from culturally appropriative practices,” “do culturally appropriative behaviors sometimes flatter,” and “can the benefits of culturally appropriative practices outweigh the costs in certain (or any) circumstances?”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Thornton, Michelle:<\\/strong> Contemporary Global Issues in Sport: Olympic Games.<\\/em>The Olympic Games is not a world unto its own, separate from our world and society. Everything in our world is in the Olympic Games: race, gender, religion, race and culture, violence, and drugs. In today\\u2018s world, the Olympic Games has become a great emotional outlet and escape for the world. With that pressure on it, how can the Olympic Games be anything but a microcosm of our world? In this section we will focus on the largest, regularly scheduled international gathering in the world: the Olympic Games. Particular attention will be given to the political significance of the Games and how national and ideological rivalries have showcased and recognized the largest and smallest of worldwide communities. The visibility of the Olympic Games has made them an attractive target for many political and social causes including political discrimination, boycotts, terrorism, communism vs. democracy, commercialism, amateur vs. professional athlete, drug use and testing, etc. Current media events, related to sport and the Olympic Games, will be integrated into class discussions. Students will conduct re搜索 and analyze identified issues related to the Olympic Games.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Thornton, Michelle: Contemporary Global Issues in Sport: Olympic Games.The Olympic Games is not a world unto its own, separate from our world and society. Everything in our world is in the Olympic Games: race, gender, religion, race and culture, violence, and drugs. In today‘s world, the Olympic Games has become a great emotional outlet and escape for the world. With that pressure on it, how can the Olympic Games be anything but a microcosm of our world? In this section we will focus on the largest, regularly scheduled international gathering in the world: the Olympic Games. Particular attention will be given to the political significance of the Games and how national and ideological rivalries have showcased and recognized the largest and smallest of worldwide communities. The visibility of the Olympic Games has made them an attractive target for many political and social causes including political discrimination, boycotts, terrorism, communism vs. democracy, commercialism, amateur vs. professional athlete, drug use and testing, etc. Current media events, related to sport and the Olympic Games, will be integrated into class discussions. Students will conduct re搜索 and analyze identified issues related to the Olympic Games."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 410- Vazzana, Caryn: <\\/strong>Human Migration: Movement of People and the Transformation of Cultures Around the World.<\\/em> This course invites students to synthesize and integrate their learning by using their developing abilities to reason, re搜索, and communicate to investigate aspects of a significant issue for the world today. This section of the course will examine the winners and losers and the positive and negative aspects that accompany migration of people and their different cultures coming together. In the course, we will consider all types of international migrants: regular and irregular migrants, refugees, and those trafficked against their will. We will try to understand why individuals leave and how this impacts them, their families, the countries they leave and the countries to which they come.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 410- Vazzana, Caryn: Human Migration: Movement of People and the Transformation of Cultures Around the World. This course invites students to synthesize and integrate their learning by using their developing abilities to reason, re搜索, and communicate to investigate aspects of a significant issue for the world today. This section of the course will examine the winners and losers and the positive and negative aspects that accompany migration of people and their different cultures coming together. In the course, we will consider all types of international migrants: regular and irregular migrants, refugees, and those trafficked against their will. We will try to understand why individuals leave and how this impacts them, their families, the countries they leave and the countries to which they come."}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"呼叫。ToActionLabel":null,"呼叫。ToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"parentId":"cG9zdDo5NDk3OA=="},{"__typename":"Page","id":"cG9zdDo5NTEwNQ==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"GSTR 332","uri":"/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-332/","parentId":"cG9zdDo5NDk3OA=="},{"__typename":"Page","id":"cG9zdDo5NTEwMQ==","databaseId":95101,"uri":"/academics/departments-programs/general-studies/gst-department-pages/gstr-section-descriptions/gstr-310/","slug":"gstr-310","contentTypeName":"page","title_b28e9_bf21a":"GSTR 310","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"GSTR 310 - 十大网赌软件","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"GSTR 310","opengraphDescription":"Understandings of Christianity This course invites students to imagine and consider Christianity from stances both inside and outside the faith, from the vantage of various disciplines, as an instance of the general phenomenon of religion, and as a way of understanding life’s purpose and meaning that remains important for many around the world. 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The course considers Christianity from historical, theological, and contemporary perspectives. Each section applies and builds on the reasoning, re搜索, and writing emphases of GSTR 110 and 210. Prerequisite:<\\/strong> GSTR 210 and sophomore standing.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This course invites students to imagine and consider Christianity from stances both inside and outside the faith, from the vantage of various disciplines, as an instance of the general phenomenon of religion, and as a way of understanding life’s purpose and meaning that remains important for many around the world. The course considers Christianity from historical, theological, and contemporary perspectives. Each section applies and builds on the reasoning, re搜索, and writing emphases of GSTR 110 and 210. Prerequisite: GSTR 210 and sophomore standing."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Learning Outcomes\",\"level\":3,\"anchor\":\"h-learning-outcomes\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-learning-outcomes","content":"Learning Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Successful students will learn to:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Successful students will learn to:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"articulate differences between approaching Christianity from a faith perspective and from the perspective of various academic disciplines, including the natural sciences;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"describe diverse ways Christianity has been expressed in ideas and beliefs, ritual and spiritual practices, moral values and actions, and communities and institutions;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"analyze various ways Jesus and the Bible have been, and continue to be, understood as central to Christianity and its relation to the world;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"articulate Christianity\\u2019s complex relationships to its historical and cultural contexts;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"read criti呼叫。y the Bible and other primary and secondary sources;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"demonstrate appropriate writing, re搜索, and critical thinking abilities.\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Section Descriptions\",\"level\":3,\"anchor\":\"h-section-descriptions\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-section-descriptions","content":"Section Descriptions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Below are section descriptions for all instructors who regularly teach GSTR 310. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Below are section descriptions for all instructors who regularly teach GSTR 310. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310: Anibueze, Mary-Reginald:<\\/strong> A Global Faith Expression: African Christianity<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310: Anibueze, Mary-Reginald: A Global Faith Expression: African Christianity"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\\u201cHow dare we adopt a hostile or scornful or even indifferent attitude to any person of another color or culture if our God is the God of \\u201呼叫。 the families on the earth\\u201d? We need to become global Christians with a global vision, for we have a global God.\\u201d John R. W. Stott <\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"“How dare we adopt a hostile or scornful or even indifferent attitude to any person of another color or culture if our God is the God of “all the families on the earth”? We need to become global Christians with a global vision, for we have a global God.” John R. W. Stott "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Students will be introduced to the historical, cultural, political, and religious influences upon the formation of Christianity in Africa. They will examine the diverse ways of being Christian in an African context, the different ways the indigenous religion influences and interacts with the Christian faith, the various African Independent Churches that exist in the African Continent, and the current global expression of the Christian faith. The course will further expose students to various scholars who have articulated and furthered the efforts of enriching African Christian Churches so that African Christians can live and celebrate a faith expression that is \\u201cTruly Christian and Truly African.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Students will be introduced to the historical, cultural, political, and religious influences upon the formation of Christianity in Africa. They will examine the diverse ways of being Christian in an African context, the different ways the indigenous religion influences and interacts with the Christian faith, the various African Independent Churches that exist in the African Continent, and the current global expression of the Christian faith. The course will further expose students to various scholars who have articulated and furthered the efforts of enriching African Christian Churches so that African Christians can live and celebrate a faith expression that is “Truly Christian and Truly African.”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310:<\\/strong> Bell, Shamell<\\/strong>: Ethnography of Christian Religion: Black Feminist and Afrofuturistic Approaches<\\/em> invites students to use ethnographic methods to make connections between Black feminist writings, Black science fiction (i.e., Afrofuturistic) writings, and Christianity. The course materials, including the life and work of Black feminist scholars like our own bell hooks, and Black science fiction authors like Octavia Butler, provide examples for imagining and enacting Christianity as a healing modality. Marrying these authors\\u2019 lessons with present-day phenomena like young(er) Black culture's relationship to Christianity, students learn that in order to enact Christianity as a healing modality, they must take activist stances.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310: Bell, Shamell: Ethnography of Christian Religion: Black Feminist and Afrofuturistic Approaches invites students to use ethnographic methods to make connections between Black feminist writings, Black science fiction (i.e., Afrofuturistic) writings, and Christianity. The course materials, including the life and work of Black feminist scholars like our own bell hooks, and Black science fiction authors like Octavia Butler, provide examples for imagining and enacting Christianity as a healing modality. Marrying these authors’ lessons with present-day phenomena like young(er) Black culture's relationship to Christianity, students learn that in order to enact Christianity as a healing modality, they must take activist stances."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Broadhead, Edwin: <\\/strong>Global Christianity<\\/em>. Following an overview of the history of Christianity in its various forms, this section of GSTR 310 looks at the global face of Christianity in the early 21st century. Particular attention is given to emerging trends and to the unique history and characteristics of Christianity in Asia, Africa, South America, Europe, and North America. In light of these various studies, students are encouraged to reflect upon the future profile of Christianity.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Broadhead, Edwin: Global Christianity. Following an overview of the history of Christianity in its various forms, this section of GSTR 310 looks at the global face of Christianity in the early 21st century. Particular attention is given to emerging trends and to the unique history and characteristics of Christianity in Asia, Africa, South America, Europe, and North America. In light of these various studies, students are encouraged to reflect upon the future profile of Christianity."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Brown, Kennaria<\\/strong>: Christian Narrative from Below. <\\/em>Just as history is written by \\u201cthe winners,\\u201d so are mainstream religious narratives, especially Christianity \\u2013 the dominant Western religion. However, not all of its practitioners are from the dominant culture. How do women and people from cultures that are marginalized in the West make a faith that histori呼叫。y has been an instrument of domination actually work for them? They develop their own Christian narratives. This section explores Christian narratives \\u201cfrom below,\\u201d emphasizing African American, Latinx, and Women\\u2019s perspectives, with some international exploration as well.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Brown, Kennaria: Christian Narrative from Below. Just as history is written by “the winners,” so are mainstream religious narratives, especially Christianity – the dominant Western religion. However, not all of its practitioners are from the dominant culture. How do women and people from cultures that are marginalized in the West make a faith that histori呼叫。y has been an instrument of domination actually work for them? They develop their own Christian narratives. This section explores Christian narratives “from below,” emphasizing African American, Latinx, and Women’s perspectives, with some international exploration as well."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Buchanan, Terry<\\/strong>: What are mystics? Are you a mystic? Can a Christian be a mystic? This course is designed to explore mysticism by looking at the lives of mystics and learning about how they developed into who they became. What was it about their development, their family, their culture, or their context that led them to live the kind of lives that we read and think about hundreds and thousands of years later?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Buchanan, Terry: What are mystics? Are you a mystic? Can a Christian be a mystic? This course is designed to explore mysticism by looking at the lives of mystics and learning about how they developed into who they became. What was it about their development, their family, their culture, or their context that led them to live the kind of lives that we read and think about hundreds and thousands of years later?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310: Burrows, Patrick:<\\/strong> Christianity and Place. <\\/em>Christianity is a 的地方less religion, so one common story goes. Whether in early Christian rejections of the temple or Protestant denunciations of local shrines, Christianity seems to float free of geographical context, universal in its scope. But far from having put an end to spatial thinking, Christian religious reflection and practice has consistently taken 的地方 (literally) over the course of its history. This section of GSTR 310 will explore the history and present-day dynamics of the interrelationship of Christianity and geographical 的地方. After surveying Biblical debates over the relevance of 的地方 and key theological works engaging with real and imagined geographies, we will examine concrete examines how Christianity forms and is formed by 的地方, including architecture, literature, urban renewal, and even amusement parks. Students will also be invited to consider the dance of Christianity and geography in their own 的地方s.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310: Burrows, Patrick: Christianity and Place. Christianity is a 的地方less religion, so one common story goes. Whether in early Christian rejections of the temple or Protestant denunciations of local shrines, Christianity seems to float free of geographical context, universal in its scope. But far from having put an end to spatial thinking, Christian religious reflection and practice has consistently taken 的地方 (literally) over the course of its history. This section of GSTR 310 will explore the history and present-day dynamics of the interrelationship of Christianity and geographical 的地方. After surveying Biblical debates over the relevance of 的地方 and key theological works engaging with real and imagined geographies, we will examine concrete examines how Christianity forms and is formed by 的地方, including architecture, literature, urban renewal, and even amusement parks. Students will also be invited to consider the dance of Christianity and geography in their own 的地方s."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Elston, Ashley: <\\/strong>The Image in Christianity. <\\/em>This course explores the history and development of Christianity through its visual expressions and considers the role of the image in the practice of Christian faith. Beginning with an understanding of how Christianity handled works of art during its earliest years, we will examine the many different types of images that appear throughout the history of the religion and trace the function and meaning of the visual arts in Christianity. Students will be encouraged to think about how and why certain common subjects in Christian art (such as Jesus and Mary) have changed through time and how visual environments have shaped the message and experience of Christianity through to the present day. Particular attention will be paid to the complex relationship between image and text in Christianity, the surprising powers of Christian images, and the role of Christian art in communicating elements of faith.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Elston, Ashley: The Image in Christianity. This course explores the history and development of Christianity through its visual expressions and considers the role of the image in the practice of Christian faith. Beginning with an understanding of how Christianity handled works of art during its earliest years, we will examine the many different types of images that appear throughout the history of the religion and trace the function and meaning of the visual arts in Christianity. Students will be encouraged to think about how and why certain common subjects in Christian art (such as Jesus and Mary) have changed through time and how visual environments have shaped the message and experience of Christianity through to the present day. Particular attention will be paid to the complex relationship between image and text in Christianity, the surprising powers of Christian images, and the role of Christian art in communicating elements of faith."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Gowler, Steve: <\\/strong>Christianity in Context. <\\/em>Sociologist of religion Linda Woodhead 呼叫。s Christianity \\u201cone of the world\\u2019s most successful religions\\u201d because it has been around for 2000 years and continues to grow and evolve in various ways across the globe. She ascribes this to Christianity\\u2019s adaptability to diverse contexts. This idea will serve as a framework for our class. We begin by exploring the historical Jesus and the diverse responses to his life and teaching during the first three centuries of the Common Era. We then turn to ways Christianity was shaped in selected historical eras and in response to contemporary issues, including poverty, racism, gender, pluralism, and environmental degradation. In addition to excerpts from primary sources that will be provided to each student, required texts include Richard Bauckham\\u2019s Jesus: A Very Short Introduction<\\/em>, Elizabeth Johnson\\u2019s Quest for the Living God: Mapping Frontiers in the Theology of God<\\/em>, and Howard Thurman\\u2019s Jesus and the Disinherited<\\/em>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Gowler, Steve: Christianity in Context. Sociologist of religion Linda Woodhead 呼叫。s Christianity “one of the world’s most successful religions” because it has been around for 2000 years and continues to grow and evolve in various ways across the globe. She ascribes this to Christianity’s adaptability to diverse contexts. This idea will serve as a framework for our class. We begin by exploring the historical Jesus and the diverse responses to his life and teaching during the first three centuries of the Common Era. We then turn to ways Christianity was shaped in selected historical eras and in response to contemporary issues, including poverty, racism, gender, pluralism, and environmental degradation. In addition to excerpts from primary sources that will be provided to each student, required texts include Richard Bauckham’s Jesus: A Very Short Introduction, Elizabeth Johnson’s Quest for the Living God: Mapping Frontiers in the Theology of God, and Howard Thurman’s Jesus and the Disinherited."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Pardon, Mireille:<\\/strong> Obedience, Authority, and Reform in the 历史 of Christianity.<\\/em> From medieval monastic reform movements to the Protestant Reformation, and from unauthorized translations to antipopes, asking questions about authority and obedience has led to great changes within the Catholic Church as well as groups splintering away from it. This section of GSTR 310 explores power structures within Christian communities in Late Antiquity, medieval Europe, and today, with a focus on how heretical beliefs and popular religion challenged institutional authority, both inspiring change and inviting persecution. Students will explore how different groups addressed questions relating to Christian leadership: Who has religious authority? Popes, congregational leaders, church councils, an individual believer, or the Bible? But who has the authority to interpret the Bible? How does obedience to the institutional Church relate to obedience to a higher power?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Pardon, Mireille: Obedience, Authority, and Reform in the 历史 of Christianity. From medieval monastic reform movements to the Protestant Reformation, and from unauthorized translations to antipopes, asking questions about authority and obedience has led to great changes within the Catholic Church as well as groups splintering away from it. This section of GSTR 310 explores power structures within Christian communities in Late Antiquity, medieval Europe, and today, with a focus on how heretical beliefs and popular religion challenged institutional authority, both inspiring change and inviting persecution. Students will explore how different groups addressed questions relating to Christian leadership: Who has religious authority? Popes, congregational leaders, church councils, an individual believer, or the Bible? But who has the authority to interpret the Bible? How does obedience to the institutional Church relate to obedience to a higher power?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Pimienta-Bey, Jose\\u2019:<\\/strong> \\u201cOf one blood, God has made all the peoples of the earth,\\u201d<\\/em> is the creed of 十大网赌软件. A creed whose basis is verse 17:26 of \\u201cActs\\u201d from the Holy Bible, and referenced to the Apostle Paul himself. Yet, much of the history of the \\u201cChristian\\u201d world is plagued with clear examples of the worst acts of \\u201cracism\\u201d which one could imagine. Little surprise that a U.S.-terrorist organization (the KKK) born shortly after the Civil War, would dare to define itself as a \\u201cChristian Brotherhood,\\u201d presumably dedicated to upholding the teachings of \\u201cChrist\\u201d Jesus. Our class will explore how the divine and noble ideals of \\u201cthe Christ\\u201d have been corrupted over time, in the interest of ego, power and \\u201cracism.\\u201d But we will only begin this important discussion after having first provided a historical introduction to Christianity\\u2019s origins within the ancient lands of Asia, Africa, and Europe.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Pimienta-Bey, Jose’: “Of one blood, God has made all the peoples of the earth,” is the creed of 十大网赌软件. A creed whose basis is verse 17:26 of “Acts” from the Holy Bible, and referenced to the Apostle Paul himself. Yet, much of the history of the “Christian” world is plagued with clear examples of the worst acts of “racism” which one could imagine. Little surprise that a U.S.-terrorist organization (the KKK) born shortly after the Civil War, would dare to define itself as a “Christian Brotherhood,” presumably dedicated to upholding the teachings of “Christ” Jesus. Our class will explore how the divine and noble ideals of “the Christ” have been corrupted over time, in the interest of ego, power and “racism.” But we will only begin this important discussion after having first provided a historical introduction to Christianity’s origins within the ancient lands of Asia, Africa, and Europe."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Sergent, Tyler: <\\/strong>Christianity as a Western Monotheism.<\\/em> <\\/strong>After exploring aspects of Christianity common to all GSTR 310 courses, our section will focus on Christianity as a western monotheism and Abrahamic religion. We will study Christianity within the context of the major monotheistic religions of the West: Judaism, Christianity, and Islam. We will examine the history, scriptures, beliefs, rituals, art, & architecture of all three traditions, with emphasis on their developing concepts of God. This will provide us the opportunity to understand Christianity as part of the larger tradition of western monotheism, to explore how these other traditions view Christianity, and to analyze criti呼叫。y the historical, ideological, and practical commonalities Christianity shares with these other two monotheistic religions.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Sergent, Tyler: Christianity as a Western Monotheism. After exploring aspects of Christianity common to all GSTR 310 courses, our section will focus on Christianity as a western monotheism and Abrahamic religion. We will study Christianity within the context of the major monotheistic religions of the West: Judaism, Christianity, and Islam. We will examine the history, scriptures, beliefs, rituals, art, & architecture of all three traditions, with emphasis on their developing concepts of God. This will provide us the opportunity to understand Christianity as part of the larger tradition of western monotheism, to explore how these other traditions view Christianity, and to analyze criti呼叫。y the historical, ideological, and practical commonalities Christianity shares with these other two monotheistic religions."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 310- Smith, Duane:\\u00a0<\\/strong>This section invites students to imagine and consider Christianity from stances both inside and outside the faith, from the vantage of various disciplines, as an instance of the general phenomenon of religion, and as a way of understanding life\\u2019s purpose and meaning that remains important for many around the world.\\u00a0This section focuses on various ways the Bible has been interpreted throughout the ages to support changing ecclesial models.\\u00a0The seminar portion of this section addresses Christianity\\u2019s encounter with diverse religious traditions of the world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 310- Smith, Duane: This section invites students to imagine and consider Christianity from stances both inside and outside the faith, from the vantage of various disciplines, as an instance of the general phenomenon of religion, and as a way of understanding life’s purpose and meaning that remains important for many around the world. This section focuses on various ways the Bible has been interpreted throughout the ages to support changing ecclesial models. 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Each section initially explores the story of 庇哩亚, including as it relates to the unifying themes of GSTR 210. Each section of the course involves explicit, continuing attention to writing, reasoning, re搜索, and reflective engagement with various texts, including instruction in the processes of producing a re搜索 paper.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This course is designed to develop and build upon the reasoning, writing, re搜索, and learning emphases of GSTR 110 while engaging all students on issues close to the historic mission of the College—race, gender, Appalachia, and class. Each section initially explores the story of 庇哩亚, including as it relates to the unifying themes of GSTR 210. 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Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Below are section descriptions for all instructors who regularly teach GSTR 210. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Anderson, Broughton: <\\/strong>The Archaeology of 庇哩亚: The Archaeology of Us. <\\/em>Does our stuff define who we are \\u2013 as humans, as Americans, as 庇哩亚ns, as distinct individuals? Often defined as fixed or static, identity is, however, mutable, a social construction we impose on ourselves, each other, and the world around us. Using archaeology as a lens of inquiry, this class will explore our material culture as a means to understanding identity and issues of race, class, and gender. This class will explore the ever-changing relationships we have with each other and with things, leading us to inevitably ask how we influence 庇哩亚\\u2019s identity as it influences ours.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Anderson, Broughton: The Archaeology of 庇哩亚: The Archaeology of Us. Does our stuff define who we are – as humans, as Americans, as 庇哩亚ns, as distinct individuals? Often defined as fixed or static, identity is, however, mutable, a social construction we impose on ourselves, each other, and the world around us. Using archaeology as a lens of inquiry, this class will explore our material culture as a means to understanding identity and issues of race, class, and gender. This class will explore the ever-changing relationships we have with each other and with things, leading us to inevitably ask how we influence 庇哩亚’s identity as it influences ours."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Arms Almengor, Rochelle:<\\/strong> Culture, Identity and Conflict.<\\/em> First and foremost, this course will build on your learning in GSTR 110 \\u2013 its main goal is to support your re搜索 and writing skills. I will spend significant time on helping you formulate a solid re搜索 paper about a topic that moves you. Secondly, as we work to hone your re搜索 and writing skills, we will explore the ways in which culture and identity frame our individual and collective understandings of social conflict. While sometimes, cultures and identities rest invisibly under the surface of a person or group, they often take center stage in times of conflict. Anthropologist and conflict studies scholar, Kevin Avruch tells us that \\u201cthe mere existence of cultural differences is usually not the primary cause of conflict between groups\\u2026however, culture is always the lens through which differences are refracted and conflict pursued.\\u201d This class will examine the ways in which our respective cultures and identities shape our theories-in-use about how<\\/em> to do (or not do) conflict and with whom<\\/em> to do (or not do) conflict. To guide our understanding, we will draw on works from multiple disciplines such as peace and conflict studies, anthropology, psychology, and education, but keep in range of the cultures, identities and conflicts (local or national) that are at the heart of the 庇哩亚 story. In your participation and writing, I will ask you to connect the relevant ideas of scholars, activists, and practitioners to your own lived experiences whether here at 庇哩亚 or elsewhere in your life. Our goal will be to make sense of the roles that culture and identity play in conflict and in its transformation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Arms Almengor, Rochelle: Culture, Identity and Conflict. First and foremost, this course will build on your learning in GSTR 110 – its main goal is to support your re搜索 and writing skills. I will spend significant time on helping you formulate a solid re搜索 paper about a topic that moves you. Secondly, as we work to hone your re搜索 and writing skills, we will explore the ways in which culture and identity frame our individual and collective understandings of social conflict. While sometimes, cultures and identities rest invisibly under the surface of a person or group, they often take center stage in times of conflict. Anthropologist and conflict studies scholar, Kevin Avruch tells us that “the mere existence of cultural differences is usually not the primary cause of conflict between groups…however, culture is always the lens through which differences are refracted and conflict pursued.” This class will examine the ways in which our respective cultures and identities shape our theories-in-use about how to do (or not do) conflict and with whom to do (or not do) conflict. To guide our understanding, we will draw on works from multiple disciplines such as peace and conflict studies, anthropology, psychology, and education, but keep in range of the cultures, identities and conflicts (local or national) that are at the heart of the 庇哩亚 story. In your participation and writing, I will ask you to connect the relevant ideas of scholars, activists, and practitioners to your own lived experiences whether here at 庇哩亚 or elsewhere in your life. Our goal will be to make sense of the roles that culture and identity play in conflict and in its transformation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Barton, Adanma: <\\/strong>What You See is What You Get?<\\/em> Unfortunately we live in a world where pictorial stereotypes in the media are prevalent. In this course we will examine stereotypes pertaining to ethnicity, gender, age, etc. Through re搜索 we will attempt to discover a common ground and map out hopes for the future. Materials covered include A Day without a Mexican<\\/em>, True Meaning of Pictures: Shelby Lee Adams\\u2019 Appalachia<\\/em>, and Images That Injure: Pictorial Stereotypes in the Media<\\/em>. Students should be prepared to engage in intelligent discussions, write re搜索ed essays, and conclude with a final re搜索 paper.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Barton, Adanma: What You See is What You Get? Unfortunately we live in a world where pictorial stereotypes in the media are prevalent. In this course we will examine stereotypes pertaining to ethnicity, gender, age, etc. Through re搜索 we will attempt to discover a common ground and map out hopes for the future. Materials covered include A Day without a Mexican, True Meaning of Pictures: Shelby Lee Adams’ Appalachia, and Images That Injure: Pictorial Stereotypes in the Media. Students should be prepared to engage in intelligent discussions, write re搜索ed essays, and conclude with a final re搜索 paper."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Broadhead, Edwin: <\\/strong>The 庇哩亚 Story in a national Context<\\/em>. This section of GSTR 210 explores the 庇哩亚 story throughout the semester in order to analyze issues of race, gender, Appalachia, class, and education within both a local and a national context. The reasoning, re搜索, and writing skills addressed in GSTR 110 are reviewed and developed in this course. Each student is expected to demonstrate these skills in a re搜索 paper that develops one of the central themes of the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Broadhead, Edwin: The 庇哩亚 Story in a national Context. This section of GSTR 210 explores the 庇哩亚 story throughout the semester in order to analyze issues of race, gender, Appalachia, class, and education within both a local and a national context. The reasoning, re搜索, and writing skills addressed in GSTR 110 are reviewed and developed in this course. Each student is expected to demonstrate these skills in a re搜索 paper that develops one of the central themes of the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Brown, Jarrod:<\\/strong> Identity and Knowledge.<\\/em> 十大网赌软件\\u2019s historical mission has been dedicated to education of four \\u201cclasses\\u201d of people: Appalachians, African Americans, women, and those with economic need. All four of these identities, however, are often depicted in the popular media and popular imagination as uneducated, backwards, irrational or ignorant, from minstrel show depictions of African Americans to contemporary portrayals of Appalachians like Wrong Turn<\\/em>. In exploring the intersection of identity and our status as knowers, and through the history of 十大网赌软件 as an educational institution, we will examine the making of stereotypes, reflect on how they impact us, and how we as knowers can respond and challenge such stereotypes. Using the lens of feminist epistemology, we scrutinize a variety of mediums including television programs, movies, historical documents, and academic works to understand how identity is created from without as well as from within, to understand the historical construction of these identities in America, and how these constructions relate to stereotypes of classes of people as epistemic agents, as knowers and sources of knowledge.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Brown, Jarrod: Identity and Knowledge. 十大网赌软件’s historical mission has been dedicated to education of four “classes” of people: Appalachians, African Americans, women, and those with economic need. All four of these identities, however, are often depicted in the popular media and popular imagination as uneducated, backwards, irrational or ignorant, from minstrel show depictions of African Americans to contemporary portrayals of Appalachians like Wrong Turn. In exploring the intersection of identity and our status as knowers, and through the history of 十大网赌软件 as an educational institution, we will examine the making of stereotypes, reflect on how they impact us, and how we as knowers can respond and challenge such stereotypes. Using the lens of feminist epistemology, we scrutinize a variety of mediums including television programs, movies, historical documents, and academic works to understand how identity is created from without as well as from within, to understand the historical construction of these identities in America, and how these constructions relate to stereotypes of classes of people as epistemic agents, as knowers and sources of knowledge."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Burnside, Jackie: <\\/strong>Being Different, Becoming Distinctive<\\/em>. When 庇哩亚 reopened after the Civil War ended, black and white males and females were enrolled on an equal status as students in Kentucky\\u2019s first interracial and coeducational institution of education. In this course, we will examine the trials, tribulations, and celebrations of the 庇哩亚 saga from the 19th century into the 21st as we ponder the challenges and opportunities for the College in being different, and becoming distinctive. In addition to the final re搜索 paper, students will be expected to participate in class discussions, make short oral presentations in teams, and engage in writing several reflective exercises based on our work with various texts.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Burnside, Jackie: Being Different, Becoming Distinctive. When 庇哩亚 reopened after the Civil War ended, black and white males and females were enrolled on an equal status as students in Kentucky’s first interracial and coeducational institution of education. In this course, we will examine the trials, tribulations, and celebrations of the 庇哩亚 saga from the 19th century into the 21st as we ponder the challenges and opportunities for the College in being different, and becoming distinctive. In addition to the final re搜索 paper, students will be expected to participate in class discussions, make short oral presentations in teams, and engage in writing several reflective exercises based on our work with various texts."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Crachiolo, Beth: <\\/strong>American Identities: How do you know?<\\/em> This section will explore the definitions of \\u201cAmerican,\\u201d beginning with the assumption that there are multiple definitions. What makes an American? What are the negotiations, tensions, and constructions that we use to forge our identities? We will be focused particularly on gender, race, and class, especially as they relate to and\\/or define various categories of Americans: the privileged; the oppressed; the immigrant; the educated; the differently abled; the urban\\/rural American. Since GSTR 210 has a re搜索 paper at its center, we will be working on yours all semester, step by step. Whether you are American or not, you\\u2019ll learn a lot about yourself, as well as about this country.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Crachiolo, Beth: American Identities: How do you know? This section will explore the definitions of “American,” beginning with the assumption that there are multiple definitions. What makes an American? What are the negotiations, tensions, and constructions that we use to forge our identities? We will be focused particularly on gender, race, and class, especially as they relate to and/or define various categories of Americans: the privileged; the oppressed; the immigrant; the educated; the differently abled; the urban/rural American. Since GSTR 210 has a re搜索 paper at its center, we will be working on yours all semester, step by step. Whether you are American or not, you’ll learn a lot about yourself, as well as about this country."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Dickerson, Jacob: <\\/strong>Media & Appalachian Identity. <\\/em>This course explores the ways in which media content both reflects and constructs group identity with a particular focus on Appalachian regional identity. Students will explore the question: How does the media represent Appalachians and how does that affect how they see themselves as well as how others perceive them?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Dickerson, Jacob: Media & Appalachian Identity. This course explores the ways in which media content both reflects and constructs group identity with a particular focus on Appalachian regional identity. Students will explore the question: How does the media represent Appalachians and how does that affect how they see themselves as well as how others perceive them?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Drewek, Douglas:<\\/strong> My 音乐, My Identity\\u2026<\\/em> People often have strong views regarding how the music they like identifies them as an individual; however, they often know little about its history. In this class, we will explore the roots of American popular music in the twentieth century and how the variety of musical styles today stem from diverse, yet similar, sources. To support the idea that \\u201cmusic does not exist in a vacuum,\\u201d we will study how the cultural history of the United States has influenced its musical genres. We will also develop a greater awareness of the structure and aesthetics of music through listening and re搜索.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Drewek, Douglas: My 音乐, My Identity… People often have strong views regarding how the music they like identifies them as an individual; however, they often know little about its history. In this class, we will explore the roots of American popular music in the twentieth century and how the variety of musical styles today stem from diverse, yet similar, sources. To support the idea that “music does not exist in a vacuum,” we will study how the cultural history of the United States has influenced its musical genres. We will also develop a greater awareness of the structure and aesthetics of music through listening and re搜索."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Edelman, Adam:<\\/strong> Writing About Visual Art and Community.<\\/em> We often look at visual art as individuals, focusing on how it makes us feel, or whether we \\u201clike\\u201d an artwork or not. But art also has the important role of connecting us to others through a feeling of shared experience. Unlike written language, visual art can be understood and appreciated by people from various cultures and backgrounds without having to be translated or explained. In this course, students read a variety of current articles, essays, and opinion pieces that discuss how works of visual art and communities intersect, interact, and for what purposes. Students enter the public discussion by writing about specific movements in visual art or specific artworks in order to explain how their features build a sense of common experience among individuals. The course culminates in a re搜索 paper on a topic of students\\u2019 choice that address some aspect of a need for community building and how visual art has responded to this need, or how it can better respond in the future.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Edelman, Adam: Writing About Visual Art and Community. We often look at visual art as individuals, focusing on how it makes us feel, or whether we “like” an artwork or not. But art also has the important role of connecting us to others through a feeling of shared experience. Unlike written language, visual art can be understood and appreciated by people from various cultures and backgrounds without having to be translated or explained. In this course, students read a variety of current articles, essays, and opinion pieces that discuss how works of visual art and communities intersect, interact, and for what purposes. Students enter the public discussion by writing about specific movements in visual art or specific artworks in order to explain how their features build a sense of common experience among individuals. The course culminates in a re搜索 paper on a topic of students’ choice that address some aspect of a need for community building and how visual art has responded to this need, or how it can better respond in the future."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Elkins, Ansel:<\\/strong> The Literature of Place.<\\/em> \\u201cIf you don\\u2019t know where you are you don\\u2019t know who you are,\\u201d wrote Wallace Stegner. In this section of GSTR 210, we will explore poems, fiction, and memoirs that center on our relationships with 的地方. We will ask questions like: How does where we\\u2019re from shape us? How do writers explore an intimacy with 的地方 and landscape? How can that intimacy create a sense of belonging? How does 的地方 convey culture? How do poets and writers explore climate change and the human and environmental devastation in the wake of a force of nature like a hurricane? How do writers wrestle with feelings of being isolated from community and 的地方? We will read a wide variety of works such as bell hooks\\u2019 Bone Black,<\\/em> Sandra Cisneros\\u2019 The House on Mango Street<\\/em>, Jaquira D\\u00edaz\\u2019s Ordinary Girls<\\/em>, the poems of Wendell Berry, and Patricia Smith\\u2019s Blood Dazzler<\\/em>, which centers on the aftermath of Hurricane Katrina in New Orleans. This course involves a substantial amount of reading. Students will keep weekly notebooks about paying attention to plants, animals, weather, and 的地方, and the course will culminate in each student focusing on a work of literature or an author to explore and write about in-depth.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Elkins, Ansel: The Literature of Place. “If you don’t know where you are you don’t know who you are,” wrote Wallace Stegner. In this section of GSTR 210, we will explore poems, fiction, and memoirs that center on our relationships with 的地方. We will ask questions like: How does where we’re from shape us? How do writers explore an intimacy with 的地方 and landscape? How can that intimacy create a sense of belonging? How does 的地方 convey culture? How do poets and writers explore climate change and the human and environmental devastation in the wake of a force of nature like a hurricane? How do writers wrestle with feelings of being isolated from community and 的地方? We will read a wide variety of works such as bell hooks’ Bone Black, Sandra Cisneros’ The House on Mango Street, Jaquira Díaz’s Ordinary Girls, the poems of Wendell Berry, and Patricia Smith’s Blood Dazzler, which centers on the aftermath of Hurricane Katrina in New Orleans. This course involves a substantial amount of reading. Students will keep weekly notebooks about paying attention to plants, animals, weather, and 的地方, and the course will culminate in each student focusing on a work of literature or an author to explore and write about in-depth."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Feagan, Beth: <\\/strong>In our own words: exploring identity.<\\/em> How do you write a long re搜索 paper? At the last minute? Under great stress? With much anxiety? This class will give you the tools you need to break up big, overwhelming re搜索 projects into bite-sized chunks. In this class, we\\u2019ll explore issues of identity and diversity by reading, discussing, and writing about peoples\\u2019 accounts of their lives. Personal essays and memoirs are more popular than ever in America because we are hungry for true stories. We\\u2019ll look for the ways race, class, gender, sexuality, and regional identity intersect in these works. In a culture that alienates and marginalizes entire groups of people, preserving these voices is an act of resistance. By the end of the semester, you will have written short contemplative pieces on your life and on the narratives and memoirs. Most importantly, you will have learned how to write a longer, more sustained re搜索 paper in a systematic, thoughtful way.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Feagan, Beth: In our own words: exploring identity. How do you write a long re搜索 paper? At the last minute? Under great stress? With much anxiety? This class will give you the tools you need to break up big, overwhelming re搜索 projects into bite-sized chunks. In this class, we’ll explore issues of identity and diversity by reading, discussing, and writing about peoples’ accounts of their lives. Personal essays and memoirs are more popular than ever in America because we are hungry for true stories. We’ll look for the ways race, class, gender, sexuality, and regional identity intersect in these works. In a culture that alienates and marginalizes entire groups of people, preserving these voices is an act of resistance. By the end of the semester, you will have written short contemplative pieces on your life and on the narratives and memoirs. Most importantly, you will have learned how to write a longer, more sustained re搜索 paper in a systematic, thoughtful way."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Feifer, Megan:<\\/strong> Coming to Voice: Making Sense of Self and Place.<\\/em> In Bone Black: Memories of Girlhood<\\/em>, feminist scholar and cultural critic, bell hooks intimately discusses \\u201cthe struggle to create self and identity distinct from and yet inclusive of the world around me\\u201d as a black girl-child growing up in the south. Through her autobiographical account, hooks explores how intersecting forms of oppression, including race, class, gender, sexuality, and regionalism function in her life. Through close readings of feminist, indigenous, LGBTQPIA+, and immigrant writers of Affrilachia\\/Appalachia we will work toward a better understanding of the influence 的地方 and intersectional experiences have on the process of self-creation, identity, and community. Together, we will sharpen our awareness of the process through which writers come to voice, reflect on the importance of positionality, and respond to systemic oppression.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Feifer, Megan: Coming to Voice: Making Sense of Self and Place. In Bone Black: Memories of Girlhood, feminist scholar and cultural critic, bell hooks intimately discusses “the struggle to create self and identity distinct from and yet inclusive of the world around me” as a black girl-child growing up in the south. Through her autobiographical account, hooks explores how intersecting forms of oppression, including race, class, gender, sexuality, and regionalism function in her life. Through close readings of feminist, indigenous, LGBTQPIA+, and immigrant writers of Affrilachia/Appalachia we will work toward a better understanding of the influence 的地方 and intersectional experiences have on the process of self-creation, identity, and community. Together, we will sharpen our awareness of the process through which writers come to voice, reflect on the importance of positionality, and respond to systemic oppression."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Heyrman, John: <\\/strong>America Imprisoned<\\/em>. Well over two million Americans are in federal or state prisons or county jails in the Unites States. This section will take that fact as its starting point and consider the course themes of race, sex, class, and Appalachia as they intersect with the criminal justice system in the U.S. The course will consider both causes and effects of the vast number of American in jail, including issues such as the war on drugs to the disenfranchisement of ex-felons. The class as a whole will pick a few specific topics among these broad issues to re搜索 and debate.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Heyrman, John: America Imprisoned. Well over two million Americans are in federal or state prisons or county jails in the Unites States. This section will take that fact as its starting point and consider the course themes of race, sex, class, and Appalachia as they intersect with the criminal justice system in the U.S. The course will consider both causes and effects of the vast number of American in jail, including issues such as the war on drugs to the disenfranchisement of ex-felons. The class as a whole will pick a few specific topics among these broad issues to re搜索 and debate."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Hill-Zuganelli, Dee: <\\/strong>Kinship, Solidarity, and Social Change<\\/em>. This section will expand our understanding of \\u201ckinship\\u201d in the family sciences to consider how families and communities bond with each other in working toward social change. This entails rethinking kinship as a series of fundamental themes: love, need, obligation, struggle, and sacrifice. The establishment of 十大网赌软件, the legacy of the Civil Rights Movement, and the recovery of opportunity in the Appalachian region serve as historical markers for developing these themes and their significance. Students should be prepared to read selections from the course reader alongside primary source material, write responses, and organize a re搜索 project around a kinship theme of their choice.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Hill-Zuganelli, Dee: Kinship, Solidarity, and Social Change. This section will expand our understanding of “kinship” in the family sciences to consider how families and communities bond with each other in working toward social change. This entails rethinking kinship as a series of fundamental themes: love, need, obligation, struggle, and sacrifice. The establishment of 十大网赌软件, the legacy of the Civil Rights Movement, and the recovery of opportunity in the Appalachian region serve as historical markers for developing these themes and their significance. Students should be prepared to read selections from the course reader alongside primary source material, write responses, and organize a re搜索 project around a kinship theme of their choice."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Howard, Jason: <\\/strong>Exile in American Literature<\\/em>. Exile is a significant part of the human experience, cutting across lines of race, class, gender, geography, sexuality, and religion. In many ways, we are all exiles, compelled or forced to leave our homes for a variety of reasons. People in exile have fled from political and religious persecution, from war and famine. Many are misfits in their families or communities\\u2014artists or scholars who have never quite fit in with the culture in which they were born. Some have found themselves separated from their families on the basis of their sexual orientation, gender identity, or political views. Others have been shunned based on their race, class, and\\/or gender. In this course, students will analyze the experience of exile and dis的地方ment in American literature, considering the many ways in which one can be an exile; how our art, religion, politics, and culture are so often rooted in exile; and what we can learn from this condition. As this is a literature-focused course, students should expect a significant amount of reading, including essays, memoirs, stories, and novels by writers including Dorothy Allison, James Baldwin, Sarah Broom, bell hooks, Silas House, Neela Vaswani, and others.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Howard, Jason: Exile in American Literature. Exile is a significant part of the human experience, cutting across lines of race, class, gender, geography, sexuality, and religion. In many ways, we are all exiles, compelled or forced to leave our homes for a variety of reasons. People in exile have fled from political and religious persecution, from war and famine. Many are misfits in their families or communities—artists or scholars who have never quite fit in with the culture in which they were born. Some have found themselves separated from their families on the basis of their sexual orientation, gender identity, or political views. Others have been shunned based on their race, class, and/or gender. In this course, students will analyze the experience of exile and dis的地方ment in American literature, considering the many ways in which one can be an exile; how our art, religion, politics, and culture are so often rooted in exile; and what we can learn from this condition. As this is a literature-focused course, students should expect a significant amount of reading, including essays, memoirs, stories, and novels by writers including Dorothy Allison, James Baldwin, Sarah Broom, bell hooks, Silas House, Neela Vaswani, and others."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Mack, Felicia:<\\/strong> Help or hinderance?: Exploring historical and present themes of coal\\u2019s impact on Appalachia.<\\/em> This course is designed to build upon the reasoning, writing, re搜索, and learning emphasis of GSTR 110 or college transfer equivalent. GSTR 210 involves explicit, continuing attention to writing, reasoning, re搜索, and reflective engagement with various forms of primary and secondary texts. Students will brainstorm and select a re搜索 topic after viewing Blood on the Mountain<\\/em> (2016). The primary focus in this section is instruction in the writing process resulting in the production of a re搜索 paper and presentation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Mack, Felicia: Help or hinderance?: Exploring historical and present themes of coal’s impact on Appalachia. This course is designed to build upon the reasoning, writing, re搜索, and learning emphasis of GSTR 110 or college transfer equivalent. GSTR 210 involves explicit, continuing attention to writing, reasoning, re搜索, and reflective engagement with various forms of primary and secondary texts. Students will brainstorm and select a re搜索 topic after viewing Blood on the Mountain (2016). The primary focus in this section is instruction in the writing process resulting in the production of a re搜索 paper and presentation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- McKee, Lauren: <\\/strong>Dolly Parton\\u2019s America: Exploring Appalachian \\u201cDolitics\\u201d in Contemporary America.<\\/em> The hit 2019 podcast Dolly Parton\\u2019s America<\\/em> from WNYC Radio told many listeners outside Appalachia what most Appalachians already knew: that in this intensely divided moment in America, we can all still agree on one thing, and that is Dolly Parton.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- McKee, Lauren: Dolly Parton’s America: Exploring Appalachian “Dolitics” in Contemporary America. The hit 2019 podcast Dolly Parton’s America from WNYC Radio told many listeners outside Appalachia what most Appalachians already knew: that in this intensely divided moment in America, we can all still agree on one thing, and that is Dolly Parton."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We will use the 10 episodes of this podcast to dive into some of the most pressing and divisive issues of the day, including race, gender, and economic inequality. We will explore these topics using a wide, national lens, but also think about them from an Appalachian perspective; that is, how do the myriad problems we must deal with in the U.S. present in Appalachia, and what are possible solutions?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We will use the 10 episodes of this podcast to dive into some of the most pressing and divisive issues of the day, including race, gender, and economic inequality. We will explore these topics using a wide, national lens, but also think about them from an Appalachian perspective; that is, how do the myriad problems we must deal with in the U.S. present in Appalachia, and what are possible solutions?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- McKiernan Gonzalez, Eileen: <\\/strong>Art and Identity in America.<\\/em> The complex history of race and gender in post-colonial United States has had a deep effect on the visual arts. Representation of others, representation of the self has complex histories related to identity, whether it be racial, ethnic, cultural, regional, class, or gender. We will begin by looking at representation of peoples of non-European ancestry in the 19^{th<\\/sup>century, barriers to the academy, and abolitionist art. We will move to consider in particular the art of those who are outside of the \\u201cmainstream\\u201d of American art, in particular African American artists, and also Native American, Latinx, and Asian American artists. We will consider how these artists interact with Eurocentric models and seek sources in the Global South.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- McKiernan Gonzalez, Eileen: Art and Identity in America. The complex history of race and gender in post-colonial United States has had a deep effect on the visual arts. Representation of others, representation of the self has complex histories related to identity, whether it be racial, ethnic, cultural, regional, class, or gender. We will begin by looking at representation of peoples of non-European ancestry in the 19^thcentury, barriers to the academy, and abolitionist art. We will move to consider in particular the art of those who are outside of the “mainstream” of American art, in particular African American artists, and also Native American, Latinx, and Asian American artists. We will consider how these artists interact with Eurocentric models and seek sources in the Global South."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Mishra, Amrita: <\\/strong>Where are you \\u201creally\\u201d from? Migration, Borders, and Belonging. <\\/em>In his 2017 Man Booker Prize short-listed novel, Exit West<\\/em>, British Pakistani author Mohsin Hamid muses, \\u201cand when she went out it seemed to her that she too had migrated, that everyone migrates, even if we stay in the same houses our whole lives, because we can\\u2019t help it. We are all migrants through time.\\u201d In light of an international refugee crisis, increased border militarization and incarceration, and sustained white supremacy in this nation, who experiences the precarity and of being seen as a migrant? Who has the privilege of feeling like they \\u201cbelong\\u201d? What histories and memories of settlement and dis的地方ment do we carry\\u2014within our families, communities, and collectively\\u2014and whose stories do we forget? In this course we will grapple with the question of belonging, racial identity, and dispossession in the United States through the broad optic of migration. To get at these issues we\\u2019ll turn to Hamid\\u2019s Exit West<\\/em> alongside a range of articles and op-eds that chart central debates around colonialism, refugees, and racism. In addition to thinking about these issues at a global level, we\\u2019ll map these questions onto the history of 十大网赌软件 and migration into and out of Appalachia: What stories are preserved and commemorated in institutional memory? What stories and histories might be forgotten? Who, histori呼叫。y, has had the privilege of belonging here? What about now?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Mishra, Amrita: Where are you “really” from? Migration, Borders, and Belonging. In his 2017 Man Booker Prize short-listed novel, Exit West, British Pakistani author Mohsin Hamid muses, “and when she went out it seemed to her that she too had migrated, that everyone migrates, even if we stay in the same houses our whole lives, because we can’t help it. We are all migrants through time.” In light of an international refugee crisis, increased border militarization and incarceration, and sustained white supremacy in this nation, who experiences the precarity and of being seen as a migrant? Who has the privilege of feeling like they “belong”? What histories and memories of settlement and dis的地方ment do we carry—within our families, communities, and collectively—and whose stories do we forget? In this course we will grapple with the question of belonging, racial identity, and dispossession in the United States through the broad optic of migration. To get at these issues we’ll turn to Hamid’s Exit West alongside a range of articles and op-eds that chart central debates around colonialism, refugees, and racism. In addition to thinking about these issues at a global level, we’ll map these questions onto the history of 十大网赌软件 and migration into and out of Appalachia: What stories are preserved and commemorated in institutional memory? What stories and histories might be forgotten? Who, histori呼叫。y, has had the privilege of belonging here? What about now?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Our readings are designed to help you think about a range of issues to choose a particular issue around race, gender, class, or Appalachia to focus on for a final re搜索 paper. As we progress through the semester, many smaller assignments are designed to help you explore a topic, find reliable and rigorous sources, and determine a particular argument that you want to build. In addition to using secondary sources, this course will provide you with an opportunity to engage with primary re搜索 materials at the College\\u2019s archives.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Our readings are designed to help you think about a range of issues to choose a particular issue around race, gender, class, or Appalachia to focus on for a final re搜索 paper. As we progress through the semester, many smaller assignments are designed to help you explore a topic, find reliable and rigorous sources, and determine a particular argument that you want to build. In addition to using secondary sources, this course will provide you with an opportunity to engage with primary re搜索 materials at the College’s archives."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Montgomery, Jesse:<\\/strong> I\\u2019m Set Free: Popular 音乐 and American Culture.<\\/em> In this course, we explore the polyphonic nature of American identity through a comparative study of popular music. From country to the blues to hip hop, punk, rock and roll, American music has helped define both national and world culture. This course aims to use music to study the complex interactions between tradition and disruption, politics and 的地方, individual and community identities, and our understanding of this idea of \\u201cthe popular.\\u201d It also 的地方s a particular emphasis on how race, gender, and class have influenced the production, performance, and consumption of music in America, as well as how that music shapes our sense of self. The semester builds toward writing a substantial re搜索 paper. As such, a significant amount of class time will be devoted to the fundamentals of writing, re搜索, and revision.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Montgomery, Jesse: I’m Set Free: Popular 音乐 and American Culture. In this course, we explore the polyphonic nature of American identity through a comparative study of popular music. From country to the blues to hip hop, punk, rock and roll, American music has helped define both national and world culture. This course aims to use music to study the complex interactions between tradition and disruption, politics and 的地方, individual and community identities, and our understanding of this idea of “the popular.” It also 的地方s a particular emphasis on how race, gender, and class have influenced the production, performance, and consumption of music in America, as well as how that music shapes our sense of self. The semester builds toward writing a substantial re搜索 paper. As such, a significant amount of class time will be devoted to the fundamentals of writing, re搜索, and revision."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Nerenberg, Daniel:<\\/strong> Resist!<\\/em> A funny thing happens when governments, corporations, or other powerholders neglect or oppress communities \\u2013 those communities tend to rise up. This course will be a deep dive into the ways that marginalized identity groups \\u2013 be that along class, gender, race lines, or beyond \\u2013 resist unjust policies and practices. We\\u2019ll briefly explore social movement literature and the rich history of civil resistance in the US, then home in on the lesser known, but no less deep, history of protest movements in Appalachia. Finally, we\\u2019ll dig into the College\\u2019s archives to see how 十大网赌软件 students from different identity groups have engaged in civil resistance on campus and beyond. Throughout our re搜索, we\\u2019ll learn how to craft a clear and effective re搜索 paper step-by-step, discovering how to uncover a re搜索 question, formulate a thesis, and draft a compelling argument backed by thorough re搜索.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Nerenberg, Daniel: Resist! A funny thing happens when governments, corporations, or other powerholders neglect or oppress communities – those communities tend to rise up. This course will be a deep dive into the ways that marginalized identity groups – be that along class, gender, race lines, or beyond – resist unjust policies and practices. We’ll briefly explore social movement literature and the rich history of civil resistance in the US, then home in on the lesser known, but no less deep, history of protest movements in Appalachia. Finally, we’ll dig into the College’s archives to see how 十大网赌软件 students from different identity groups have engaged in civil resistance on campus and beyond. Throughout our re搜索, we’ll learn how to craft a clear and effective re搜索 paper step-by-step, discovering how to uncover a re搜索 question, formulate a thesis, and draft a compelling argument backed by thorough re搜索."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Nichols, Amy McCleese:<\\/strong> \\u201cBad Grammar\\u201d: Language Diversity and Discrimination in the Academy.<\\/em> 十大网赌软件\\u2019s motto, \\u201cGod has made of one blood all peoples of the earth,\\u201d sets the bold goal of achieving unity in diversity. And yet, diversity of race, class, region, and gender appears not only in our physical interactions and perceptions but is also embedded in language use; what words are \\u201cformal\\u201d and \\u201cinformal,\\u201d and who gets to decide what is preferred in what context? This class will explore the rich heritage of language variety in the United States with a specific focus on Standard 英语\\u2019s tumultuous academic relationship with African American Language and Appalachian 英语, but World 英语es, bilingualism, and the intersections among each of those varieties will also make appearances. Because this is GSTR210, the course will also focus on providing targeted instruction on re搜索, reading, drafting, and revising to help you produce a final 10-15 page, well-sourced argumentative re搜索 paper on a language issue of your choosing.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Nichols, Amy McCleese: “Bad Grammar”: Language Diversity and Discrimination in the Academy. 十大网赌软件’s motto, “God has made of one blood all peoples of the earth,” sets the bold goal of achieving unity in diversity. And yet, diversity of race, class, region, and gender appears not only in our physical interactions and perceptions but is also embedded in language use; what words are “formal” and “informal,” and who gets to decide what is preferred in what context? This class will explore the rich heritage of language variety in the United States with a specific focus on Standard 英语’s tumultuous academic relationship with African American Language and Appalachian 英语, but World 英语es, bilingualism, and the intersections among each of those varieties will also make appearances. Because this is GSTR210, the course will also focus on providing targeted instruction on re搜索, reading, drafting, and revising to help you produce a final 10-15 page, well-sourced argumentative re搜索 paper on a language issue of your choosing."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Ortquist-Ahrens, Leslie:<\\/strong> Great Migrations<\\/em>. In this section, we\\u2019ll look at two massive 20^{th<\\/sup>-century movements of people that profoundly shaped U.S. cultural, social, and political history, the \\u201cGreat Migration\\u201d of African Americans from the South and the \\u201cOutmigration\\u201d of people from Appalachia. We\\u2019ll consider what these events had and have to do with the course\\u2019s broad themes of identity and diversity in the U.S. We\\u2019ll also explore what the transition of moving can mean for an individual\\u2019s sense of identity, how migrations can affect communities, and how people relate in powerful ways to 的地方. In addition to learning about the migrations through fiction, films, scholarly work, oral histories and more, students will practice generating productive questions, engaging in re搜索, sharing what they learn with each other first in class, and, finally, in a documented re搜索 paper and a presentation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Ortquist-Ahrens, Leslie: Great Migrations. In this section, we’ll look at two massive 20^th-century movements of people that profoundly shaped U.S. cultural, social, and political history, the “Great Migration” of African Americans from the South and the “Outmigration” of people from Appalachia. We’ll consider what these events had and have to do with the course’s broad themes of identity and diversity in the U.S. We’ll also explore what the transition of moving can mean for an individual’s sense of identity, how migrations can affect communities, and how people relate in powerful ways to 的地方. In addition to learning about the migrations through fiction, films, scholarly work, oral histories and more, students will practice generating productive questions, engaging in re搜索, sharing what they learn with each other first in class, and, finally, in a documented re搜索 paper and a presentation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- patrick, dp:<\\/strong> Abolition Now! <\\/em>In the wake of the 2020 rebellions and uprisings sparked by the state murder of George Floyd, abolition has once again entered mainstream discourse through, for example, demands to defund the police, to end cash bail, and to cease immigration detention and deportation. While a focus on ending police and prisons are central aspects of present-day abolitionist organizing and scholarship, the longstanding critical hope and radical practice of abolition cuts to the core of the conditions that produce violence, scarcity, and punishment. As activist scholar Ruth Wilson Gilmore has argued: \\u201cAbolition requires that we change one thing: everything.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- patrick, dp: Abolition Now! In the wake of the 2020 rebellions and uprisings sparked by the state murder of George Floyd, abolition has once again entered mainstream discourse through, for example, demands to defund the police, to end cash bail, and to cease immigration detention and deportation. While a focus on ending police and prisons are central aspects of present-day abolitionist organizing and scholarship, the longstanding critical hope and radical practice of abolition cuts to the core of the conditions that produce violence, scarcity, and punishment. As activist scholar Ruth Wilson Gilmore has argued: “Abolition requires that we change one thing: everything.”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This course challenges both caricatures and misunderstandings of abolitionist movements while considering 庇哩亚\\u2019s own historical relationship to abolition. We will engage a range of abolitionist voices and materials, including: the course reader, institutional and activist archives, contemporary abolitionist media, art, literature, and scholarly re搜索. Some of the core questions we will explore are: What does it mean to (re)activate 十大网赌软件\\u2019s abolitionist history in and for the present moment? What role can and should an institution founded on abolitionist principles play in contemporary movements to eliminate racist and colonial violence and the conditions that perpetuate this violence? How might (re)claiming this radical political legacy right<\\/em> now<\\/em> change everyday and institutional life at\\u2013\\u2013and, indeed, beyond\\u2013\\u2013庇哩亚? Throughout the semester, we will develop activist re搜索 projects that draw on generations of thinkers and organizers to honor, to question, and, crucially, to activate 庇哩亚\\u2019s legacy of abolition here and n\\u00ad\\u00adow.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This course challenges both caricatures and misunderstandings of abolitionist movements while considering 庇哩亚’s own historical relationship to abolition. We will engage a range of abolitionist voices and materials, including: the course reader, institutional and activist archives, contemporary abolitionist media, art, literature, and scholarly re搜索. Some of the core questions we will explore are: What does it mean to (re)activate 十大网赌软件’s abolitionist history in and for the present moment? What role can and should an institution founded on abolitionist principles play in contemporary movements to eliminate racist and colonial violence and the conditions that perpetuate this violence? How might (re)claiming this radical political legacy right now change everyday and institutional life at––and, indeed, beyond––庇哩亚? Throughout the semester, we will develop activist re搜索 projects that draw on generations of thinkers and organizers to honor, to question, and, crucially, to activate 庇哩亚’s legacy of abolition here and now."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Sergent, Tyler:<\\/strong> Everybody likes a good story. And Appalachia is full of good stories, told and retold through generations. This includes our own 庇哩亚 story. The theme for our section is Oral Culture: oral history, storytelling, speeches, lyrics, and other possible forms of spoken word that relate directly to 庇哩亚\\u2019s history and identity, Appalachian culture, and our foci on race, class, and gender. We will study the transmission and preservation of regional, institutional, and personal oral culture, and apply critical thinking skills in accessing, listening to, transcribing, and analyzing oral sources in order to understand better their significance for 十大网赌软件, Appalachian culture, society, and activism.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Sergent, Tyler: Everybody likes a good story. And Appalachia is full of good stories, told and retold through generations. This includes our own 庇哩亚 story. The theme for our section is Oral Culture: oral history, storytelling, speeches, lyrics, and other possible forms of spoken word that relate directly to 庇哩亚’s history and identity, Appalachian culture, and our foci on race, class, and gender. We will study the transmission and preservation of regional, institutional, and personal oral culture, and apply critical thinking skills in accessing, listening to, transcribing, and analyzing oral sources in order to understand better their significance for 十大网赌软件, Appalachian culture, society, and activism."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Seroka, Laura:\\u00a0<\\/strong>Destination 庇哩亚.<\\/em>\\u00a0Both 十大网赌软件 and the larger town are committed to sustainability and conservation efforts drawing many \\u201cecotourists\\u201d to the area each year, earning designations from the Arbor Day Foundation, and drawing donor\\/grant support, yet there are many interpretations of what \\u201csustainability\\u201d and \\u201cconservation\\u201d look like. This course explores 庇哩亚 and the history of conservation, sustainability, ecotourism, public outreach, and marketing as an \\u201cenvironmental destination\\u201d. Students will have the opportunity to reflect on their own identification with the environment and ways in which race, age, class, and gender may alter their views about the environment. In addition, students will learn valuable skills in finding helpful and credible sources, analyzing texts, criti呼叫。y thinking about conflicting viewpoints, and applying those skills to investigate environmental policies, laws, and marketing related to our local community. Students will conduct interviews, analyze the responses, and tie the findings back into re搜索 related to their topic.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Seroka, Laura: Destination 庇哩亚. Both 十大网赌软件 and the larger town are committed to sustainability and conservation efforts drawing many “ecotourists” to the area each year, earning designations from the Arbor Day Foundation, and drawing donor/grant support, yet there are many interpretations of what “sustainability” and “conservation” look like. This course explores 庇哩亚 and the history of conservation, sustainability, ecotourism, public outreach, and marketing as an “environmental destination”. Students will have the opportunity to reflect on their own identification with the environment and ways in which race, age, class, and gender may alter their views about the environment. In addition, students will learn valuable skills in finding helpful and credible sources, analyzing texts, criti呼叫。y thinking about conflicting viewpoints, and applying those skills to investigate environmental policies, laws, and marketing related to our local community. Students will conduct interviews, analyze the responses, and tie the findings back into re搜索 related to their topic."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Sirianni, Lucy:<\\/strong> Education as Liberation?<\\/em> In this course, we'll explore the ways in which education has both empowered and oppressed people with marginalized identities. How have educational systems and practices both advanced and worked against the cause of justice? Together, we'll explore the stories of enslaved, Indigenous, and disabled individuals, among others, each of whom fought to attain an education within systems built to demean and dehumanize them\\u2014and each of whom went on to both proclaim the liberating value of education and decry its profound inequities. We'll also think about 庇哩亚's history as an institution premised on the link between learning and equity\\u2014and about how you as present-day 庇哩亚ns can use the education you're receiving to help work toward a more just world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Sirianni, Lucy: Education as Liberation? In this course, we'll explore the ways in which education has both empowered and oppressed people with marginalized identities. How have educational systems and practices both advanced and worked against the cause of justice? Together, we'll explore the stories of enslaved, Indigenous, and disabled individuals, among others, each of whom fought to attain an education within systems built to demean and dehumanize them—and each of whom went on to both proclaim the liberating value of education and decry its profound inequities. We'll also think about 庇哩亚's history as an institution premised on the link between learning and equity—and about how you as present-day 庇哩亚ns can use the education you're receiving to help work toward a more just world."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Sowers, Nancy:<\\/strong> Living the American Dream\\u2014Understanding how the past shapes the future and our fortunes.<\\/em> The right to attain the American Dream with hard work and persistence has almost become a part of our DNA in America. Waves of immigrants flooded our borders in the last 200 years with little more than the clothes on their backs, and within a generation, were succeeding here. Is this promise still accessible or are the opportunities and prizes that go with them more ephemeral than ever before? In a campaign speech in 1928, Herbert Hoover promised citizens \\u201ca chicken in every pot, a car in every garage.\\u201d A year later the economy found itself in the midst of the Great Depression. The tensions between Wall Street and Main Street following the most recent economic crisis in 2008 underlie many of the challenges that young people face today as they seek fulfilling careers and meaningful lives. In this class, we will use 十大网赌软件\\u2019s heritage of economic justice and history to explore the ways that race, gender, class, and Appalachian perspectives may impact the pursuit of the American Dream. Through a re搜索 project, students will explore how background interacts with opportunity to influence the future, with an eye to navigating towards that dream.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Sowers, Nancy: Living the American Dream—Understanding how the past shapes the future and our fortunes. The right to attain the American Dream with hard work and persistence has almost become a part of our DNA in America. Waves of immigrants flooded our borders in the last 200 years with little more than the clothes on their backs, and within a generation, were succeeding here. Is this promise still accessible or are the opportunities and prizes that go with them more ephemeral than ever before? In a campaign speech in 1928, Herbert Hoover promised citizens “a chicken in every pot, a car in every garage.” A year later the economy found itself in the midst of the Great Depression. The tensions between Wall Street and Main Street following the most recent economic crisis in 2008 underlie many of the challenges that young people face today as they seek fulfilling careers and meaningful lives. In this class, we will use 十大网赌软件’s heritage of economic justice and history to explore the ways that race, gender, class, and Appalachian perspectives may impact the pursuit of the American Dream. Through a re搜索 project, students will explore how background interacts with opportunity to influence the future, with an eye to navigating towards that dream."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Strange, Jason:<\\/strong> This course is about two things: how to write a re搜索 essay, and understanding inequality in the United States. Luckily, these two tasks are related. Inequality in the US is extreme and damaging, but it is also subtle \\u2013 it cannot be understood without reading some of the best re搜索-based writing available. For example, many people think that class is not important in the US. Careful re搜索 shows that this common idea is wrong. Many people think that humans come in distinct biological races. Again, re搜索 shows that this is untrue. Another common myth is that struggles for justice have been led by famous heroes, like Martin Luther King, Jr. or Mohandas Gandhi. Re搜索ers have found that these struggles have been created mostly by ordinary people \\u2013 and that these people arm themselves for that struggle by learning how to write well, speak in public, and do re搜索. Writing a re搜索 paper might be boring, it might keep you up all night, it might make you sweat \\u2013 but it will also change your life.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Strange, Jason: This course is about two things: how to write a re搜索 essay, and understanding inequality in the United States. Luckily, these two tasks are related. Inequality in the US is extreme and damaging, but it is also subtle – it cannot be understood without reading some of the best re搜索-based writing available. For example, many people think that class is not important in the US. Careful re搜索 shows that this common idea is wrong. Many people think that humans come in distinct biological races. Again, re搜索 shows that this is untrue. Another common myth is that struggles for justice have been led by famous heroes, like Martin Luther King, Jr. or Mohandas Gandhi. Re搜索ers have found that these struggles have been created mostly by ordinary people – and that these people arm themselves for that struggle by learning how to write well, speak in public, and do re搜索. Writing a re搜索 paper might be boring, it might keep you up all night, it might make you sweat – but it will also change your life."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 210- Webb, Althea:<\\/strong> Emerging Adulthood and the College Experience. <\\/em>This course provides and in-depth study of the physical, cognitive, and social-emotional growth of the emerging adult during the transition period of the college years. We will examine the college experience across a number of dimensions, including culture, ethnicity\\/race, gender, socioeconomic status, and sexual orientation. We will also explore the contexts of the higher education institutional environment (e.g., community college, private, public, and\\/or elite institution) that influence development. Throughout the course, we will relate theory and re搜索 to practical concerns and current events. We will connect academic re搜索 on emerging adults to the lived experiences of young people today. Students will link the theoretical to the practical by conducting an interview with an individual who attended college in order to write a re搜索 paper on a selected topic related to course content. Students will need to interpret the interview responses based on re搜索 articles and explain how the responses are\\/are not supported by the re搜索 articles.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 210- Webb, Althea: Emerging Adulthood and the College Experience. This course provides and in-depth study of the physical, cognitive, and social-emotional growth of the emerging adult during the transition period of the college years. We will examine the college experience across a number of dimensions, including culture, ethnicity/race, gender, socioeconomic status, and sexual orientation. We will also explore the contexts of the higher education institutional environment (e.g., community college, private, public, and/or elite institution) that influence development. Throughout the course, we will relate theory and re搜索 to practical concerns and current events. We will connect academic re搜索 on emerging adults to the lived experiences of young people today. Students will link the theoretical to the practical by conducting an interview with an individual who attended college in order to write a re搜索 paper on a selected topic related to course content. 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Each section of the course involves explicit, continuing attention to writing, reasoning, re搜索, and reflective engagement with various texts, written and non-written. All sections initially address students\\u2019 questions about the nature of education, liberal-arts education, and links to lifelong learning and living. Offered in multiple sections each year; taken in the first term of the first year.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This course is designed to help students with transitions from their past experiences to the challenges of college academic life and culture, also emphasizing writing, reasoning, and learning as foundations or continuing academic success in General Education and beyond. Each section of the course involves explicit, continuing attention to writing, reasoning, re搜索, and reflective engagement with various texts, written and non-written. All sections initially address students’ questions about the nature of education, liberal-arts education, and links to lifelong learning and living. Offered in multiple sections each year; taken in the first term of the first year."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Student Learning Outcomes\",\"level\":3,\"anchor\":\"h-student-learning-outcomes\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-student-learning-outcomes","content":"Student Learning Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Successful students will learn:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Successful students will learn:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"to develop, compose, and complete college-level essays that are documented, that engage and use various kinds of texts, and that are expository (i.e., develop reasons, evidence, support for a thesis);\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"to identify and use properly some common modes of reasoning (e.g. analogy, argument), patterns of reasoning, and basic critical thinking concepts such as consistency, ambiguity and vagueness, and general criteria in thinking well about a variety of topics and texts;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"to use the Hutchins Library facility and it resources, including the Library Home Page and library web resources;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"to re搜索, read, and evaluate a variety of sources, to assemble an appropriately diverse bibliography, and to appreciate different types of sources can work together;\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"to understand how preparation, engaged attentiveness, reflection, and thinking with appropriate criteria leads to learning from experiences beyond the formal classroom.\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Section Descriptions\",\"level\":3,\"anchor\":\"h-section-descriptions\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-section-descriptions","content":"Section Descriptions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Below are section descriptions for all instructors who regularly teach GSTR 110. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Below are section descriptions for all instructors who regularly teach GSTR 110. Not all of these instructors listed here teach the course each term. Please refer to the schedule of classes for the term in question to see which instructors will be offering the course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Adams, Sarah:<\\/strong> Interesting People Are Interested People.<\\/em> Alan Watts, extremely funky 英语 philosopher and counterculture guru, wrote \\u201cIt is obvious that the only interesting people are interested people.\\u201d In other words, Watts suggests that the people you want to be around, who you can\\u2019t wait to talk to, who challenge, engage, and excite you, are usually folks who are deeply curious about the world\\u2014and people\\u2014around them. In this course, we will try our best to become those kinds of interesting and interested people.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Adams, Sarah: Interesting People Are Interested People. Alan Watts, extremely funky 英语 philosopher and counterculture guru, wrote “It is obvious that the only interesting people are interested people.” In other words, Watts suggests that the people you want to be around, who you can’t wait to talk to, who challenge, engage, and excite you, are usually folks who are deeply curious about the world—and people—around them. In this course, we will try our best to become those kinds of interesting and interested people."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"To cultivate interest, we\\u2019ll explore a number of different kinds of texts, presentations, and performances on campus, like Hus Hsu\\u2019s college memoir Stay True<\\/em>, a musical put on by the 剧院 Department, and talks given by visiting speakers for Convocation. Along the way, we\\u2019ll ask ourselves a number of questions: What does it feel like to be curious? Why can it be difficult to stay interested in a subject, text, or event? How can we get interested when we might not automati呼叫。y feel interested? How might we think of curiosity as a practice not a personality trait?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"To cultivate interest, we’ll explore a number of different kinds of texts, presentations, and performances on campus, like Hus Hsu’s college memoir Stay True, a musical put on by the 剧院 Department, and talks given by visiting speakers for Convocation. Along the way, we’ll ask ourselves a number of questions: What does it feel like to be curious? Why can it be difficult to stay interested in a subject, text, or event? How can we get interested when we might not automati呼叫。y feel interested? How might we think of curiosity as a practice not a personality trait?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"To work through these texts, presentations, performances, and questions as well as to spur on our curiosity, we will write\\u2014a lot. We\\u2019ll write for a variety of purposes: to question, to wonder, to observe, to reflect, to analyze, to evaluate, and to propose. And we\\u2019ll write in a variety of forms: notes, lists, poems, paragraphs, essays, and creative projects. Moreover, we\\u2019ll write for a variety of readers: ourselves, our classmates, and people we\\u2019ve never met. We\\u2019ll be so curious and we\\u2019ll write so much in this course that by December we\\u2019ll all be more interesting, more interested, and more confident writers and people.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"To work through these texts, presentations, performances, and questions as well as to spur on our curiosity, we will write—a lot. We’ll write for a variety of purposes: to question, to wonder, to observe, to reflect, to analyze, to evaluate, and to propose. And we’ll write in a variety of forms: notes, lists, poems, paragraphs, essays, and creative projects. Moreover, we’ll write for a variety of readers: ourselves, our classmates, and people we’ve never met. We’ll be so curious and we’ll write so much in this course that by December we’ll all be more interesting, more interested, and more confident writers and people."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Bates, Rebecca:<\\/strong> Unmapped Territories: Journeys and Knowledge.<\\/em> Travel is generally understood to be an excellent way of learning about new people and 的地方s. But in traveling how much do we learn about others and how much do we learn about ourselves? By exploring (and experiencing) different types of travel, we will ask questions, including: what happens when you are a stranger in a 的地方? How do you understand the difference between yourself and others? How does your previous knowledge, ignorance, or expectations and fantasies about a 的地方 affect your travel experience? And, how can the insights you gain about travel lead to fruitful paths of learning while you are at home?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Bates, Rebecca: Unmapped Territories: Journeys and Knowledge. Travel is generally understood to be an excellent way of learning about new people and 的地方s. But in traveling how much do we learn about others and how much do we learn about ourselves? By exploring (and experiencing) different types of travel, we will ask questions, including: what happens when you are a stranger in a 的地方? How do you understand the difference between yourself and others? How does your previous knowledge, ignorance, or expectations and fantasies about a 的地方 affect your travel experience? And, how can the insights you gain about travel lead to fruitful paths of learning while you are at home?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Broadhead, Edwin: <\\/strong>Human Nature.<\\/em> <\\/strong>This section fulfills the goals of GSTR 110 through readings and reflection on the ways in which humans construct a sense of identity and of social location. Primary texts, focused upon varying theories of what it means to be human, will illustrate these developments. Readings will be taken from various areas of human inquiry, among which are religion and the secular, science and technology, and social and political life.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Broadhead, Edwin: Human Nature. This section fulfills the goals of GSTR 110 through readings and reflection on the ways in which humans construct a sense of identity and of social location. Primary texts, focused upon varying theories of what it means to be human, will illustrate these developments. Readings will be taken from various areas of human inquiry, among which are religion and the secular, science and technology, and social and political life."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Bouma, Jill:<\\/strong>\\u00a0Walking: Pilgrimage of the Personal and Political.\\u00a0<\\/em>\\u201cTell me who you walk with, and I\\u2019ll tell you who you are,\\u201d\\u00a0a quote by Esmeralda Santiago, provides an invitation to discover who we are and understand the experiences that shape us. In this course, we\\u2019ll write about and engage in various walks as we explore a history of walking and its myriad benefits. We\\u2019ll begin by discussing how walking and other forms of exercise can help us deal with stress. Next, we\\u2019ll explore paths to personal pilgrimage, from walking our way through problems to discovering new passions.\\u00a0We\\u2019ll end by exploring the power of mass movement for political solidarity, from Civil Rights marches to recent social movements important to you.\\u00a0Throughout the course, we\\u2019ll examine the physical, emotional, and spiritual benefits of walking to inspire our writing and the ways we engage the world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Bouma, Jill: Walking: Pilgrimage of the Personal and Political. “Tell me who you walk with, and I’ll tell you who you are,” a quote by Esmeralda Santiago, provides an invitation to discover who we are and understand the experiences that shape us. In this course, we’ll write about and engage in various walks as we explore a history of walking and its myriad benefits. We’ll begin by discussing how walking and other forms of exercise can help us deal with stress. Next, we’ll explore paths to personal pilgrimage, from walking our way through problems to discovering new passions. We’ll end by exploring the power of mass movement for political solidarity, from Civil Rights marches to recent social movements important to you. Throughout the course, we’ll examine the physical, emotional, and spiritual benefits of walking to inspire our writing and the ways we engage the world."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Brown, Jarrod: <\\/strong>Thinking about Thinking: Brains, Zombies, and Intelligent Machines. <\\/em>To be a rational thinking being has been considered the essence of what it is to be human for at least two millennia. But as we gaze across human history, it seems hard to believe that something that is essentially rational could do so many stupid things! In our contemporary world, the seeming inevitability of artificial intelligence creates the possibility of an artificial rational, thinking being. If computers were \\u201cintelligent\\u201d would they make these same sorts of mistakes? This media-rich course will explore the very idea of thinking and learning: What is the structure of rational thought? How does deductive and inductive reasoning work? How do the structures of your brain determine how you think and learn? Given what we know about the way the brain works, how can we learn more efficiently and retain information better? How do we make decisions? What ways do the languages we speak influence how we see the world? Could we tell the difference between people who think and thoughtless zombies that just acted <\\/em>like they think? What would count as an \\u201cintelligent machine\\u201d? Are you your mind, or do you even have a mind? In exploring these questions about what it is to be a rational thinking being, participants will acquire skills to think more rationally, communicate more logi呼叫。y, and learn more effectively.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Brown, Jarrod: Thinking about Thinking: Brains, Zombies, and Intelligent Machines. To be a rational thinking being has been considered the essence of what it is to be human for at least two millennia. But as we gaze across human history, it seems hard to believe that something that is essentially rational could do so many stupid things! In our contemporary world, the seeming inevitability of artificial intelligence creates the possibility of an artificial rational, thinking being. If computers were “intelligent” would they make these same sorts of mistakes? This media-rich course will explore the very idea of thinking and learning: What is the structure of rational thought? How does deductive and inductive reasoning work? How do the structures of your brain determine how you think and learn? Given what we know about the way the brain works, how can we learn more efficiently and retain information better? How do we make decisions? What ways do the languages we speak influence how we see the world? Could we tell the difference between people who think and thoughtless zombies that just acted like they think? What would count as an “intelligent machine”? Are you your mind, or do you even have a mind? In exploring these questions about what it is to be a rational thinking being, participants will acquire skills to think more rationally, communicate more logi呼叫。y, and learn more effectively."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Butler, Jim:<\\/strong> Ethics and Democracy.<\\/em> The topic of this course will be the relationship between the individual and the state. The two key questions we will examine are a) In what ways can the state legitimately limit an individual\\u2019s actions? and b) What responsibilities does the individual have to his\\/her society (and vice versa)? The materials for the class will be a mixture of traditional readings in political philosophy (Mill\\u2019s \\u201cOn Liberty,\\u201d Plato\\u2019s \\u201cApology,\\u201d and \\u201cCrito\\u201d), popular essays (\\u201cCivil Disobedience\\u201d), and contemporary fiction which explore the role of the state and the individual (Clockwork Orange<\\/em>). Since the class is limited to a small size, classes will primarily involve discussion rather than a traditional lecture.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Butler, Jim: Ethics and Democracy. The topic of this course will be the relationship between the individual and the state. The two key questions we will examine are a) In what ways can the state legitimately limit an individual’s actions? and b) What responsibilities does the individual have to his/her society (and vice versa)? The materials for the class will be a mixture of traditional readings in political philosophy (Mill’s “On Liberty,” Plato’s “Apology,” and “Crito”), popular essays (“Civil Disobedience”), and contemporary fiction which explore the role of the state and the individual (Clockwork Orange). Since the class is limited to a small size, classes will primarily involve discussion rather than a traditional lecture."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Carlevale, John<\\/strong>: Warning: Education Can Ruin Your Life.<\\/em> A preview of the pros and cons, ups and downs, rewards and frustrations, and pleasures and perils of a liberal education. The good news is a liberal education can build your communication skills, broaden your tastes and horizons, and strengthen your analytic and critical skills; the bad news is that these good things can leave you with questions without simple answers, appetites not easily satisfied, and doubts about once comfortable certainties. In this course, we will read and discuss writing\\u2014dramatic and discursive, fiction and non-fiction\\u2014about education going right and wrong, including Aristophanes\\u2019 Clouds<\\/em> and David Mamet\\u2019s Oleanna<\\/em>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Carlevale, John: Warning: Education Can Ruin Your Life. A preview of the pros and cons, ups and downs, rewards and frustrations, and pleasures and perils of a liberal education. The good news is a liberal education can build your communication skills, broaden your tastes and horizons, and strengthen your analytic and critical skills; the bad news is that these good things can leave you with questions without simple answers, appetites not easily satisfied, and doubts about once comfortable certainties. In this course, we will read and discuss writing—dramatic and discursive, fiction and non-fiction—about education going right and wrong, including Aristophanes’ Clouds and David Mamet’s Oleanna."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Clifton, Teresa:<\\/strong> Writing on Trees.<\\/em> The human imagination has long been captivated by nature and compelled to express it in art. In an age of a global environmental crisis, we turn to our own creativity to make sense of nature, to wonder if we can survive it, or if it can survive us. Literature explores whether humans can achieve harmony with nature, questions what, if any, of our most human, most artificial trappings can coexist with the natural world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Clifton, Teresa: Writing on Trees. The human imagination has long been captivated by nature and compelled to express it in art. In an age of a global environmental crisis, we turn to our own creativity to make sense of nature, to wonder if we can survive it, or if it can survive us. Literature explores whether humans can achieve harmony with nature, questions what, if any, of our most human, most artificial trappings can coexist with the natural world."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In this course, we will trace the depiction of nature and environmental issues in global literature and other art forms and witness how human expression can attempt to categorize, control, use, improve, or advocate for nature. Using the framework of ecocriticism, we will read, listen, and look to ask what authors and artists contribute to environmental understanding and action. Grounded in explorations of 庇哩亚\\u2019s natural setting\\u2014and human interventions in it\\u2014we will respond to nature and to art about nature through creative and ecocritical writing.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In this course, we will trace the depiction of nature and environmental issues in global literature and other art forms and witness how human expression can attempt to categorize, control, use, improve, or advocate for nature. Using the framework of ecocriticism, we will read, listen, and look to ask what authors and artists contribute to environmental understanding and action. Grounded in explorations of 庇哩亚’s natural setting—and human interventions in it—we will respond to nature and to art about nature through creative and ecocritical writing."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Crachiolo, Beth: <\\/strong>The Stories We Tell<\\/em>. This section explores the very human habit of storytelling. Every day we read, listen to, watch, and tell a variety of stories, from the day\\u2019s news, to literature, to videos and television, even to the gossip we tell one another over dinner. We\\u2019re going to explore the history of storytelling (as we can piece it together) and write our own stories in the forms of journals, personal narratives, and analytical essays.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Crachiolo, Beth: The Stories We Tell. This section explores the very human habit of storytelling. Every day we read, listen to, watch, and tell a variety of stories, from the day’s news, to literature, to videos and television, even to the gossip we tell one another over dinner. We’re going to explore the history of storytelling (as we can piece it together) and write our own stories in the forms of journals, personal narratives, and analytical essays."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Crum, John:<\\/strong> Writing for the Revolution.<\\/em> The recent history of our world is, in part, a history of revolution. From the eighteenth-century Age of Revolutions in North America, Latin America, and continental Europe, to the uprisings of the twentieth century, revolutions, and the people who make them, have captured our imaginations and shaped how we think about the past and present. But what is a revolution? Why do some revolutions succeed while others fail? And how do revolutionary ideas leave the page to shake the foundations of governments and transform how people understand their worlds?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Crum, John: Writing for the Revolution. The recent history of our world is, in part, a history of revolution. From the eighteenth-century Age of Revolutions in North America, Latin America, and continental Europe, to the uprisings of the twentieth century, revolutions, and the people who make them, have captured our imaginations and shaped how we think about the past and present. But what is a revolution? Why do some revolutions succeed while others fail? And how do revolutionary ideas leave the page to shake the foundations of governments and transform how people understand their worlds?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This section focuses on revolutions and revolutionary ideas with particular emphasis on two periods of global change: the Age of Revolutions (1775\\u20131848) and the twentieth century wave of anti-imperial revolutions that swept Europe, Africa, Latin America, and Asia (1905\\u20131991). Through essays, broadsides, manifestos, novels, films, and visual art, we will explore how revolutionary ideas take shape, how they spread, and how people in different times, 的地方s, and cultures have responded to experiences of upheaval and transformation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This section focuses on revolutions and revolutionary ideas with particular emphasis on two periods of global change: the Age of Revolutions (1775–1848) and the twentieth century wave of anti-imperial revolutions that swept Europe, Africa, Latin America, and Asia (1905–1991). Through essays, broadsides, manifestos, novels, films, and visual art, we will explore how revolutionary ideas take shape, how they spread, and how people in different times, 的地方s, and cultures have responded to experiences of upheaval and transformation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"By engaging with a diverse array of texts in many different media, this course creates opportunities for students to hone the skills of re搜索, critical analysis, and written communication. As they explore these revolutions and the figures who shaped them, students will practice each stage of the writing process, with special attention to library re搜索, organization, drafting, citation, revising, and providing feedback in a seminar setting.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"By engaging with a diverse array of texts in many different media, this course creates opportunities for students to hone the skills of re搜索, critical analysis, and written communication. As they explore these revolutions and the figures who shaped them, students will practice each stage of the writing process, with special attention to library re搜索, organization, drafting, citation, revising, and providing feedback in a seminar setting."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Feagan, Beth: <\\/strong>Freedom to Read. <\\/em>America is a contradictory 的地方. We say we believe in freedom of speech, but every year hundreds of books are challenged, censored, and banned. And Tango Makes Three, Captain Underpants, Harry Potter, The Hunger Games, Looking for Alaska, The Perks of Being a Wallflower:<\\/em> from picture books to novels, these books have been banned right here in the USA. What does that mean? Why does that happen? What can we learn from these books? We will read a variety of banned books and wrestle with these questions. It\\u2019s a complicated conversation, and it\\u2019s been going on for a long time. Censorship is nothing new. Freedom of expression has been under attack since the founding of our country. We\\u2019ll learn how to unpack arguments, do thoughtful re搜索, and make smart arguments of our own. We\\u2019ll also work on overcoming procrastination. Does writing freak you out? It\\u2019s actually just thinking on the page. That sounds abstract until you put it like this: I think something, I go find out what others think about it (reading and re搜索), and then I let them know what I think (writing). Good writing is always in conversation with others. The conversation we will explore and join is about freedom of expression and the power of your voice.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Feagan, Beth: Freedom to Read. America is a contradictory 的地方. We say we believe in freedom of speech, but every year hundreds of books are challenged, censored, and banned. And Tango Makes Three, Captain Underpants, Harry Potter, The Hunger Games, Looking for Alaska, The Perks of Being a Wallflower: from picture books to novels, these books have been banned right here in the USA. What does that mean? Why does that happen? What can we learn from these books? We will read a variety of banned books and wrestle with these questions. It’s a complicated conversation, and it’s been going on for a long time. Censorship is nothing new. Freedom of expression has been under attack since the founding of our country. We’ll learn how to unpack arguments, do thoughtful re搜索, and make smart arguments of our own. We’ll also work on overcoming procrastination. Does writing freak you out? It’s actually just thinking on the page. That sounds abstract until you put it like this: I think something, I go find out what others think about it (reading and re搜索), and then I let them know what I think (writing). Good writing is always in conversation with others. The conversation we will explore and join is about freedom of expression and the power of your voice."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Foster, Rob:<\\/strong> Civilization.<\\/em> What makes a civilization? What makes a person civilized? This section focuses on the ancient civilizations of Europe and Asia. Through fiction, ancient texts, archaeological material, and art, we will examine aspects of some of the most important early civilizations in Greece, Persia, India, and China. We will explore the different religious, philosophical, political, and aesthetic systems to try to define civilization and to understand why humans have upheld the term as an ideal.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Foster, Rob: Civilization. What makes a civilization? What makes a person civilized? This section focuses on the ancient civilizations of Europe and Asia. Through fiction, ancient texts, archaeological material, and art, we will examine aspects of some of the most important early civilizations in Greece, Persia, India, and China. We will explore the different religious, philosophical, political, and aesthetic systems to try to define civilization and to understand why humans have upheld the term as an ideal."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Gardner, Kevin:\\u00a0<\\/strong>Artistic Inquiry, Dialogue, and Interpretation.\\u00a0<\\/em>This course will investigate the extended conversation between various sources along the theme of what is discovered through studying and responding to works of art. In particular, through films and readings we will study examples of people succeeding or failing to understand themselves within artistic contexts. Students will explore their own reactions and interpretations of specific works of art through reflective and analytical writing, supported by critical essays, discussions, and materials on art interpretation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Gardner, Kevin: Artistic Inquiry, Dialogue, and Interpretation. This course will investigate the extended conversation between various sources along the theme of what is discovered through studying and responding to works of art. In particular, through films and readings we will study examples of people succeeding or failing to understand themselves within artistic contexts. Students will explore their own reactions and interpretations of specific works of art through reflective and analytical writing, supported by critical essays, discussions, and materials on art interpretation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Gray, Gordon: <\\/strong>From Disney Princesses to the Dark Knight: Popular Culture and Society. <\\/em>This seminar explores how the relationship between popular culture and the society in which it is produced. In particular, we will focus on animated storytelling genres from the USA and Japan to analyze and discuss the ways in which various animated films, books, and television series both produce and represent the societies in which they are created and viewed. This course is designed to encourage students to develop critical methods for evaluating examples of the types of entertainment they consume on a daily basis. At the same time, students will be expanding their ability to communicate that critical analysis, as well as learning and developing skills in critical reading, note taking, argumentation, essay structure, revision, proper documentation, and gaining skills in re搜索 and familiarity with library resources.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Gray, Gordon: From Disney Princesses to the Dark Knight: Popular Culture and Society. This seminar explores how the relationship between popular culture and the society in which it is produced. In particular, we will focus on animated storytelling genres from the USA and Japan to analyze and discuss the ways in which various animated films, books, and television series both produce and represent the societies in which they are created and viewed. This course is designed to encourage students to develop critical methods for evaluating examples of the types of entertainment they consume on a daily basis. At the same time, students will be expanding their ability to communicate that critical analysis, as well as learning and developing skills in critical reading, note taking, argumentation, essay structure, revision, proper documentation, and gaining skills in re搜索 and familiarity with library resources."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Green, Chris:\\u00a0<\\/strong>Minds, Thinking, Emotions, and Life.<\\/em>\\u00a0How do our minds work?\\u00a0 What short cuts do they take and why? How can we help them, when needed, take a more careful path? How does brain development shape your emotions, your desire to connect, to find novelty, and to create? And what the heck do the Liberal Arts at 庇哩亚\\u2014in other words, your college experience\\u2014have to do it with all? You can find out by joining with others in class as we exploring those questions in our lives and surroundings, essays, and diverse contemporary short-stories. Looking forward to meeting you!\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Green, Chris: Minds, Thinking, Emotions, and Life. How do our minds work? What short cuts do they take and why? How can we help them, when needed, take a more careful path? How does brain development shape your emotions, your desire to connect, to find novelty, and to create? And what the heck do the Liberal Arts at 庇哩亚—in other words, your college experience—have to do it with all? You can find out by joining with others in class as we exploring those questions in our lives and surroundings, essays, and diverse contemporary short-stories. Looking forward to meeting you!"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Heyrman, John: <\\/strong>The Future of Higher Education. <\\/em>Constantly-changing computer and Internet technology and the upheavals of the globalized work的地方 have led many to question what college and university education will or should look like in the future. Indeed, some wonder whether traditional colleges, especially liberal arts colleges, even have a future in a world filled with easily-accessible information and the often very high cost of college education. These are the kinds of questions that this section will consider, along with many related political, social, cultural, and technological issues.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Heyrman, John: The Future of Higher Education. Constantly-changing computer and Internet technology and the upheavals of the globalized work的地方 have led many to question what college and university education will or should look like in the future. Indeed, some wonder whether traditional colleges, especially liberal arts colleges, even have a future in a world filled with easily-accessible information and the often very high cost of college education. These are the kinds of questions that this section will consider, along with many related political, social, cultural, and technological issues."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Hill-Zuganelli, Dee: <\\/strong>Emerging Adulthood. <\\/em>Coined by Jeffrey Jensen Arnett, emerging adulthood is the phase in human development at which individuals begin launching from their families of origin, seeking greater independence in daily life, and navigating deep and existential challenges to identity and sense of self. Students may experience both liberation and high anxiety; it is a time of dramatic change, uncertainty, but also immense freedom and self-discovery. This section will guide students through an exploration of tensions and triumphs through the first-year college experience. We will also investigate the role that family members play in helping us through this time or potentially holding us back. 新闻, current events, films, and lived experience provide context for discussion and learning.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Hill-Zuganelli, Dee: Emerging Adulthood. Coined by Jeffrey Jensen Arnett, emerging adulthood is the phase in human development at which individuals begin launching from their families of origin, seeking greater independence in daily life, and navigating deep and existential challenges to identity and sense of self. Students may experience both liberation and high anxiety; it is a time of dramatic change, uncertainty, but also immense freedom and self-discovery. This section will guide students through an exploration of tensions and triumphs through the first-year college experience. We will also investigate the role that family members play in helping us through this time or potentially holding us back. 新闻, current events, films, and lived experience provide context for discussion and learning."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Hoffman, Megan:<\\/strong> The Most Intelligent Animal. <\\/em>\\u201cIf a rabbit defined intelligence the way man does, then the most intelligent animal would be a rabbit, followed by the animal most willing to obey the commands of a rabbit.\\u201d \\u2013Robert Brault, writer\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Hoffman, Megan: The Most Intelligent Animal. “If a rabbit defined intelligence the way man does, then the most intelligent animal would be a rabbit, followed by the animal most willing to obey the commands of a rabbit.” –Robert Brault, writer"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"What is intelligence? How can we best measure it? Should we even try to measure it? Is it an \\u201cit\\u201d (intelligence) or a \\u201cthey\\u201d (intelligences)? How does intelligence relate to education, especially a liberal arts education? How does intelligence relate to the structure and function of the brain? We will consider these and many more questions and will investigate intelligence through reading, re搜索, discussion, and writing. We will strengthen our ability to see both sides of an issue, to make and substantiate strong arguments, and to find our own stances and voices on controversial issues. Will we become more intelligent? That remains to be seen. Join us and find out.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"What is intelligence? How can we best measure it? Should we even try to measure it? Is it an “it” (intelligence) or a “they” (intelligences)? How does intelligence relate to education, especially a liberal arts education? How does intelligence relate to the structure and function of the brain? We will consider these and many more questions and will investigate intelligence through reading, re搜索, discussion, and writing. We will strengthen our ability to see both sides of an issue, to make and substantiate strong arguments, and to find our own stances and voices on controversial issues. Will we become more intelligent? That remains to be seen. Join us and find out."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Huck, Dan: <\\/strong>Crime, Law, and Justice. <\\/em>This course will examine the concepts that shape our view of crime, and that dominate our system of justice, in the contemporary United States. To begin the term, students will be presented with a crime scene, including witnesses who have viewed a portion of the crime or who know background concerning the incident. Actual faculty members and staff play the roles of these witnesses, and real physical evidence (weapons, fingerprints, etc.) are made available to students as they work as \\u201clawyers\\u201d on the case. As the semester develops, students use writing assignments and group work to apply the substance and procedures of criminal law to investigate the evidence of the crime and then to develop their legal theories of the case. The course concludes with students preparing their cases, as either prosecutors or defense attorneys, for a mock trial presented in front a jury which also consists of faculty member and staff professionals who volunteer to serve as jurors and deliver a verdict.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Huck, Dan: Crime, Law, and Justice. This course will examine the concepts that shape our view of crime, and that dominate our system of justice, in the contemporary United States. To begin the term, students will be presented with a crime scene, including witnesses who have viewed a portion of the crime or who know background concerning the incident. Actual faculty members and staff play the roles of these witnesses, and real physical evidence (weapons, fingerprints, etc.) are made available to students as they work as “lawyers” on the case. As the semester develops, students use writing assignments and group work to apply the substance and procedures of criminal law to investigate the evidence of the crime and then to develop their legal theories of the case. The course concludes with students preparing their cases, as either prosecutors or defense attorneys, for a mock trial presented in front a jury which also consists of faculty member and staff professionals who volunteer to serve as jurors and deliver a verdict."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Jones, Sarah: <\\/strong>Lessons from Hogwarts. <\\/em>Since its debut in 1997, the wizarding world made famous through the Harry Potter books has entertained and inspired millions of readers. Re搜索 indicates that the Harry Potter books may help young readers develop the values that later guide their beliefs about prejudice, morality, and politics. In this section of GSTR 110, we will use this familiar narrative to springboard into an exploration of education, identity, and social justice. We will develop skills in thinking, writing, and re搜索, and will reflect on the connections between fiction and the world around us. Students are encouraged to read Harry Potter and the Sorcerer\\u2019s Stone<\\/em>before the first day of class. Our goals: to value learning like Hermione, to expand our horizons like Ron, and, like Harry Potter himself, to find our 的地方 as students entering a new school.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Jones, Sarah: Lessons from Hogwarts. Since its debut in 1997, the wizarding world made famous through the Harry Potter books has entertained and inspired millions of readers. Re搜索 indicates that the Harry Potter books may help young readers develop the values that later guide their beliefs about prejudice, morality, and politics. In this section of GSTR 110, we will use this familiar narrative to springboard into an exploration of education, identity, and social justice. We will develop skills in thinking, writing, and re搜索, and will reflect on the connections between fiction and the world around us. Students are encouraged to read Harry Potter and the Sorcerer’s Stonebefore the first day of class. Our goals: to value learning like Hermione, to expand our horizons like Ron, and, like Harry Potter himself, to find our 的地方 as students entering a new school."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Mack, Felicia: <\\/strong>No doubt, today we are living through challenging times. The pandemic has led to high unemployment rates, increase in mental illnesses, potential homeless and tons of hopelessness. In the midst of all this upheaval you have decided to further your education by attending 十大网赌软件 and are now faced with new challenges. As you well know the struggle is ALWAYS real. In this section of GSTR 110 we will read The Skinny House: A Memoir of Family<\\/em> that shares the story of Nathan Seely, an African American man, whose drive and determination led to him becoming a prominent homebuilder in New York. At the height of his fame and fortune he loses everything in the Great Depression; however, he and his family are determined to come out of the depression stronger and more determined than ever. I think we can all relate to feelings of desperation during challenging times and the desire to come out on the other end\\u2013stronger and more determined to make life better for ourselves and loved ones. This is why most attend 十大网赌软件. Throughout the course we will engage in numerous writing activities designed to build writing sophistication and the development of academic writing. Coupled with the reading and writing activities you will be introduced to many resources available at the college to support your academic studies and professional aspirations so like Nathan Seely, you too will come out of challenging times and graduate stronger than when you arrived.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Mack, Felicia: No doubt, today we are living through challenging times. The pandemic has led to high unemployment rates, increase in mental illnesses, potential homeless and tons of hopelessness. In the midst of all this upheaval you have decided to further your education by attending 十大网赌软件 and are now faced with new challenges. As you well know the struggle is ALWAYS real. In this section of GSTR 110 we will read The Skinny House: A Memoir of Family that shares the story of Nathan Seely, an African American man, whose drive and determination led to him becoming a prominent homebuilder in New York. At the height of his fame and fortune he loses everything in the Great Depression; however, he and his family are determined to come out of the depression stronger and more determined than ever. I think we can all relate to feelings of desperation during challenging times and the desire to come out on the other end–stronger and more determined to make life better for ourselves and loved ones. This is why most attend 十大网赌软件. Throughout the course we will engage in numerous writing activities designed to build writing sophistication and the development of academic writing. Coupled with the reading and writing activities you will be introduced to many resources available at the college to support your academic studies and professional aspirations so like Nathan Seely, you too will come out of challenging times and graduate stronger than when you arrived."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Martin, Deborah:<\\/strong> This class will explore some of the ways in which citizens have peacefully refused to obey laws and government edicts that are deemed harmful, unethical, and\\/or dangerous. From the Suffrage Marches, to Black Lives Matter, to an examination of the most current events, we will explore how we use our bodies and voices to demand legal and social change in the United States. By exploring the written remnants and commentary of these events, students will be challenged to discover ways in which their personal beliefs are challenged and will create active, written and verbal defenses.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Martin, Deborah: This class will explore some of the ways in which citizens have peacefully refused to obey laws and government edicts that are deemed harmful, unethical, and/or dangerous. From the Suffrage Marches, to Black Lives Matter, to an examination of the most current events, we will explore how we use our bodies and voices to demand legal and social change in the United States. By exploring the written remnants and commentary of these events, students will be challenged to discover ways in which their personal beliefs are challenged and will create active, written and verbal defenses."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\\u201cUnjust laws exist; shall we be content to obey them, or shall we endeavor to amend them, and obey them until we have succeeded, or shall we transgress them at once?\\u201d<\\/em> -Henry David Thoreau\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"“Unjust laws exist; shall we be content to obey them, or shall we endeavor to amend them, and obey them until we have succeeded, or shall we transgress them at once?” -Henry David Thoreau"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- McDonald, Verlaine: <\\/strong>Media, Higher Education, and Identity.<\\/em> <\\/strong>This course will focus on historic and contemporary characterizations of higher education and those who pursue it. What does it or should it mean to be in college? How can we understand the messages about collegians that are conveyed in fiction, nonfiction, film, and other media? And how do these messages shape the perceptions and experiences of those who pursue college degrees? As we explore these and other questions, students will develop and practice essential college (and life) skills including critical inquiry, writing, revision, group discussion, and public speaking.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- McDonald, Verlaine: Media, Higher Education, and Identity. This course will focus on historic and contemporary characterizations of higher education and those who pursue it. What does it or should it mean to be in college? How can we understand the messages about collegians that are conveyed in fiction, nonfiction, film, and other media? And how do these messages shape the perceptions and experiences of those who pursue college degrees? As we explore these and other questions, students will develop and practice essential college (and life) skills including critical inquiry, writing, revision, group discussion, and public speaking."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- McKee, Lauren:<\\/strong> Becoming Your 庇哩亚 Self.<\\/em> This 110 course will explore various perspectives on college, learning, and work during students\\u2019 first semester at 庇哩亚. Together, we will ask questions such as: \\u201cWhat is the value of a liberal arts education? How can I be a successful learner? What kind of work is right for me when I graduate?\\u201d In pursuing answers to these questions, students will learn more about the opportunities they can take advantage of at 十大网赌软件 and best practices to get the most out of their time here.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- McKee, Lauren: Becoming Your 庇哩亚 Self. This 110 course will explore various perspectives on college, learning, and work during students’ first semester at 庇哩亚. Together, we will ask questions such as: “What is the value of a liberal arts education? How can I be a successful learner? What kind of work is right for me when I graduate?” In pursuing answers to these questions, students will learn more about the opportunities they can take advantage of at 十大网赌软件 and best practices to get the most out of their time here."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Meadows, Richard: <\\/strong>Fighting Poverty in Appalachia & Inner Cities.<\\/em> At first, rural Appalachia and nearby inner cities don\\u2019t seem to have much in common. Yet, in fact, people from both areas\\u2014including most 庇哩亚 students\\u2014confront many of the same obstacles, such as poverty, unemployment, poorly-funded schools, inadequate healthcare, substance abuse, and negative stereotypes. Fortunately, many people in Appalachia and nearby inner cities are seeking and finding ways to overcome or help eliminate these obstacles so that their families, friends, and communities can prosper. We\\u2019ll analyze and debate competing attempts to explain these obstacles as well as competing plans to overcome or eliminate them.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Meadows, Richard: Fighting Poverty in Appalachia & Inner Cities. At first, rural Appalachia and nearby inner cities don’t seem to have much in common. Yet, in fact, people from both areas—including most 庇哩亚 students—confront many of the same obstacles, such as poverty, unemployment, poorly-funded schools, inadequate healthcare, substance abuse, and negative stereotypes. Fortunately, many people in Appalachia and nearby inner cities are seeking and finding ways to overcome or help eliminate these obstacles so that their families, friends, and communities can prosper. We’ll analyze and debate competing attempts to explain these obstacles as well as competing plans to overcome or eliminate them."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Mecham, Neil: <\\/strong>The role of animals in our lives: Where do they fit in? <\\/em>Our lives interconnect with other living creature in a myriad of ways that we take for granted. We bet on horse races, drink milk from cows, eat pigs, keep dogs and cats as pets, and kill mice. What if we bet on dog races, drank milk from horses, ate cats, kept pigs and mice as pets, and worshiped cows? Throughout the world, we do. This course will examine what influences our individual and collective beliefs and actions towards the animals in our lives and in our world? Through reading a variety of materials, viewing visual works, visiting settings where animals and people interact, and engaging in discussion, we will explore the nature of the human-animal relationship. Through expository writing, oral presentations, and interactive dialog, we will develop critical thinking skills, re搜索 and analysis skills, and an appreciation for the diversity of experience and thought that surrounds us. In the end, students should be able to express with confidence their beliefs about how humans should treat animals and explain the important roles animals play in our lives.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Mecham, Neil: The role of animals in our lives: Where do they fit in? Our lives interconnect with other living creature in a myriad of ways that we take for granted. We bet on horse races, drink milk from cows, eat pigs, keep dogs and cats as pets, and kill mice. What if we bet on dog races, drank milk from horses, ate cats, kept pigs and mice as pets, and worshiped cows? Throughout the world, we do. This course will examine what influences our individual and collective beliefs and actions towards the animals in our lives and in our world? Through reading a variety of materials, viewing visual works, visiting settings where animals and people interact, and engaging in discussion, we will explore the nature of the human-animal relationship. Through expository writing, oral presentations, and interactive dialog, we will develop critical thinking skills, re搜索 and analysis skills, and an appreciation for the diversity of experience and thought that surrounds us. In the end, students should be able to express with confidence their beliefs about how humans should treat animals and explain the important roles animals play in our lives."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Messina, Troy:\\u00a0<\\/strong>On Certainty.\\u00a0<\\/em>We will explore our world views. These views range from whether Vegemite tastes good to the reality of climate change and its causes. Reading and writing will help us to identify the sources of our views and how they are supported (or not). How resolute are our views? These views often affect how we make decisions, choose friends, find jobs, and where we reside. Do these choices further separate our already politi呼叫。y and socially divided world? We will work to understand how writing, both our own and others\\u2019, may persuade our views. We will reflect on how a liberal arts education plays a role in the way we engage with the world around us.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Messina, Troy: On Certainty. We will explore our world views. These views range from whether Vegemite tastes good to the reality of climate change and its causes. Reading and writing will help us to identify the sources of our views and how they are supported (or not). How resolute are our views? These views often affect how we make decisions, choose friends, find jobs, and where we reside. Do these choices further separate our already politi呼叫。y and socially divided world? We will work to understand how writing, both our own and others’, may persuade our views. We will reflect on how a liberal arts education plays a role in the way we engage with the world around us."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Nakazawa, Mario:<\\/strong>\\u00a0Technology is often viewed as the hopeful panacea that will solve many of the world\\u2019s deepest problems. The progress of computing and other technologies is indeed impressive, and the pace seems to be accelerating with the explosion of apps that one can use in their smartphone to do things such as buy plane tickets, donate to charities and other organizations, and even pay each other. Many people have embraced the opportunities offered by these inventions, but have enough people understood the consequences of what has been developed and unleashed? This section of GSTR 110 aims to tackle the challenging question of whether technology is overall improving or degrading human life, and what decisions and challenges must be overcome by those who choose to join the technology \\u201cbandwagon\\u201d. It is easy to be allured by the dazzle of the latest technological breakthrough, but it is important to take a step back and really think about what it means before becoming an adopter and advocate for it. In this course, we will explore and discuss recent talks and articles about how technology is used, and we will develop our ideas about how to best use technology in our lives.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Nakazawa, Mario: Technology is often viewed as the hopeful panacea that will solve many of the world’s deepest problems. The progress of computing and other technologies is indeed impressive, and the pace seems to be accelerating with the explosion of apps that one can use in their smartphone to do things such as buy plane tickets, donate to charities and other organizations, and even pay each other. Many people have embraced the opportunities offered by these inventions, but have enough people understood the consequences of what has been developed and unleashed? This section of GSTR 110 aims to tackle the challenging question of whether technology is overall improving or degrading human life, and what decisions and challenges must be overcome by those who choose to join the technology “bandwagon”. It is easy to be allured by the dazzle of the latest technological breakthrough, but it is important to take a step back and really think about what it means before becoming an adopter and advocate for it. In this course, we will explore and discuss recent talks and articles about how technology is used, and we will develop our ideas about how to best use technology in our lives."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Pearson, Eric: <\\/strong>You Are What You Eat<\\/em>. This section will address many questions about food, including food\\u2019s scientific, medical, ethical, and aesthetic dimensions. We will read, write, and think carefully about such issues as the origins of domesticated plants and animals, the morality of killing and eating animals, and the difficult question of what makes some food better than other food.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Pearson, Eric: You Are What You Eat. This section will address many questions about food, including food’s scientific, medical, ethical, and aesthetic dimensions. We will read, write, and think carefully about such issues as the origins of domesticated plants and animals, the morality of killing and eating animals, and the difficult question of what makes some food better than other food."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Sowers, Nancy: <\\/strong>Success: finding and keeping it.<\\/em> In this course we will explore what it means to be a lifelong learner and lay the foundation for a successful career as a student and as a professional. Topics include: recognizing the value of a liberal arts education, identifying meaningful career choices, thinking about current events, and figuring out what is important to you. We will explore these issues thorough regular and substantive writing assignments and seek to enhance college writing skills.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Sowers, Nancy: Success: finding and keeping it. In this course we will explore what it means to be a lifelong learner and lay the foundation for a successful career as a student and as a professional. Topics include: recognizing the value of a liberal arts education, identifying meaningful career choices, thinking about current events, and figuring out what is important to you. We will explore these issues thorough regular and substantive writing assignments and seek to enhance college writing skills."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Starnes, Bobby: <\\/strong> Exploring Concealed and Stock Stories. <\\/em>历史 is complex. Textbooks, Wikipedia, and information provided at museums, historic sites, and monuments are not. Unfortunately, most of us learn little about the complexities of our history. And even more unfortunately, much of what we do learn is wrong. Information taken out of context, reshaped to support a particular perspective, or carefully-crafted half-truths make up the stock stories we learn in school. These stories present a picture-perfect United States (for example the stock Thanksgiving story or the Columbus \\u2018discovers\\u2019 America story). Behind these stories are the ones we are seldom taught\\u2014stories concealed in most retellings. Using a wide variety of primary documents and artifacts, we will look beyond the stock stories to uncover long-concealed stories. Through inquiry, idea generation and development, prior knowledge and experience, visual and critical thinking, and social construction of knowledge, we will explore three overarching questions:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Starnes, Bobby:  Exploring Concealed and Stock Stories. 历史 is complex. Textbooks, Wikipedia, and information provided at museums, historic sites, and monuments are not. Unfortunately, most of us learn little about the complexities of our history. And even more unfortunately, much of what we do learn is wrong. Information taken out of context, reshaped to support a particular perspective, or carefully-crafted half-truths make up the stock stories we learn in school. These stories present a picture-perfect United States (for example the stock Thanksgiving story or the Columbus ‘discovers’ America story). Behind these stories are the ones we are seldom taught—stories concealed in most retellings. Using a wide variety of primary documents and artifacts, we will look beyond the stock stories to uncover long-concealed stories. Through inquiry, idea generation and development, prior knowledge and experience, visual and critical thinking, and social construction of knowledge, we will explore three overarching questions:"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"1. What can we learn about connections between historical events, movements, and people and their impact on our lives today?
2. What are the stock stories we are taught, and why might they be taught?
3. What stories are concealed; why might they have been concealed; and how does learning these stories impact our understandings of our histories, our beliefs, and our identity as Americans?\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"1. What can we learn about connections between historical events, movements, and people and their impact on our lives today?
2. What are the stock stories we are taught, and why might they be taught?
3. What stories are concealed; why might they have been concealed; and how does learning these stories impact our understandings of our histories, our beliefs, and our identity as Americans?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Strange, Jason:<\\/strong> Writing is a Superpower.<\\/em> One of the most daunting aspects of college is that it\\u2019s full of writing. Why? Writing is hard, re搜索 papers are dull, and many students have no desire to become professors. So why all the writing? In this course, we\\u2019ll take that question seriously. We\\u2019ll see that writing is actually something like a superpower\\u2014it will make you stronger and better and even help you heal faster and live longer. Just as important, we will see that, even though it\\u2019s a superpower, being a skilled writer isn\\u2019t some mysterious gift bestowed only on the talented few. As with learning the guitar or playing basketball, there is only one way to get better at writing: steady practice. And that\\u2019s exactly what we\\u2019ll do.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Strange, Jason: Writing is a Superpower. One of the most daunting aspects of college is that it’s full of writing. Why? Writing is hard, re搜索 papers are dull, and many students have no desire to become professors. So why all the writing? In this course, we’ll take that question seriously. We’ll see that writing is actually something like a superpower—it will make you stronger and better and even help you heal faster and live longer. Just as important, we will see that, even though it’s a superpower, being a skilled writer isn’t some mysterious gift bestowed only on the talented few. As with learning the guitar or playing basketball, there is only one way to get better at writing: steady practice. And that’s exactly what we’ll do."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Turner, Lisa: <\\/strong>Zombie Apocalypse: Are We Prepared? <\\/em> The rise in infectious disease outbreaks, such as Zika, Ebola, and measles, have public health experts on high alert. Zombies have been referred to as the viruses of the monster world. As such, when considering readiness for disease outbreaks, it is only logical to prepare for a zombie epidemic. Using a zombie apocalypse to frame the issue, this course will examine how infectious disease outbreaks, epidemics, and pandemics occur, what public health officials do in response to disease outbreaks, and the ethical issues that arise when trying to prevent the spread of disease. Students will explore these topics through various readings, podcasts, and videos\\/movies. Students will sharpen their writing, reasoning, re搜索, and reflective skills through the course assignments.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Turner, Lisa: Zombie Apocalypse: Are We Prepared?  The rise in infectious disease outbreaks, such as Zika, Ebola, and measles, have public health experts on high alert. Zombies have been referred to as the viruses of the monster world. As such, when considering readiness for disease outbreaks, it is only logical to prepare for a zombie epidemic. Using a zombie apocalypse to frame the issue, this course will examine how infectious disease outbreaks, epidemics, and pandemics occur, what public health officials do in response to disease outbreaks, and the ethical issues that arise when trying to prevent the spread of disease. Students will explore these topics through various readings, podcasts, and videos/movies. Students will sharpen their writing, reasoning, re搜索, and reflective skills through the course assignments."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Webb, Althea:<\\/strong> Emerging Adulthood and the College Experience. <\\/em>This course centers on the exploration of the physical, cognitive, and social-emotional growth of the emerging adult during the transition period of the college years. We will examine the college experience across a number of dimensions, including culture, ethnicity\\/race, gender, socioeconomic status, and sexual orientation. We will also explore the contexts of the higher education institutional environment (e.g., community college, private, public, and\\/or elite institution) that influence development. Throughout the course, we will relate theory and re搜索 to practical concerns and current events. We will connect academic re搜索 on emerging adults to the lived experiences of young people today. Students will link the theoretical to the practical by conducting an interview with an individual who attended college in order to connect theory and practice.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Webb, Althea: Emerging Adulthood and the College Experience. This course centers on the exploration of the physical, cognitive, and social-emotional growth of the emerging adult during the transition period of the college years. We will examine the college experience across a number of dimensions, including culture, ethnicity/race, gender, socioeconomic status, and sexual orientation. We will also explore the contexts of the higher education institutional environment (e.g., community college, private, public, and/or elite institution) that influence development. Throughout the course, we will relate theory and re搜索 to practical concerns and current events. We will connect academic re搜索 on emerging adults to the lived experiences of young people today. Students will link the theoretical to the practical by conducting an interview with an individual who attended college in order to connect theory and practice."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Woodward, Andrea: <\\/strong>Seriously Funny: The Power of Humor to Address Social Problems.<\\/em> In this course, we explore the power of humor to address complex social issues. In particular, students will think criti呼叫。y about questions of why, when, and how humor works to bridge understanding on issues that can seem intractable or hopelessly divisive. We\\u2019ll explore the boundaries of humor, asking about what is fair game, what is off-limits, and what makes a topic (or one\\u2019s approach to it) one or the other. In particular, we\\u2019ll explore how comedians, writers, and others have used humor to open up conversations and move the needle on mental health, racism, and gender-based violence.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Woodward, Andrea: Seriously Funny: The Power of Humor to Address Social Problems. In this course, we explore the power of humor to address complex social issues. In particular, students will think criti呼叫。y about questions of why, when, and how humor works to bridge understanding on issues that can seem intractable or hopelessly divisive. We’ll explore the boundaries of humor, asking about what is fair game, what is off-limits, and what makes a topic (or one’s approach to it) one or the other. In particular, we’ll explore how comedians, writers, and others have used humor to open up conversations and move the needle on mental health, racism, and gender-based violence."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"GSTR 110- Wray, Linda: <\\/strong>\\u201cAre We Doing the Right Thing?\\u201d Ethical Decisions in Healthcare. <\\/em>Increasingly, the healthcare system in the United States has garnered much attention politi呼叫。y, economi呼叫。y and, most importantly, ethi呼叫。y. This course will examine common ethical dilemmas encountered within this dynamic healthcare system. Students will investigate ethical decision making, identify these ethical dilemmas, and then examine the ethics surrounding each situation. Viewing each situation from a variety of viewpoints will be encouraged. Ethical dilemmas examined may include topics such as universal healthcare, the rationing of healthcare, euthanasia and the termination of care. Students will explore these topics using a variety of readings, news media broadcasts, and videos.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"GSTR 110- Wray, Linda: “Are We Doing the Right Thing?” Ethical Decisions in Healthcare. Increasingly, the healthcare system in the United States has garnered much attention politi呼叫。y, economi呼叫。y and, most importantly, ethi呼叫。y. This course will examine common ethical dilemmas encountered within this dynamic healthcare system. Students will investigate ethical decision making, identify these ethical dilemmas, and then examine the ethics surrounding each situation. Viewing each situation from a variety of viewpoints will be encouraged. Ethical dilemmas examined may include topics such as universal healthcare, the rationing of healthcare, euthanasia and the termination of care. Students will explore these topics using a variety of readings, news media broadcasts, and videos."}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"呼叫。ToActionLabel":null,"呼叫。ToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"parentId":"cG9zdDo5NDk3OA=="}]}},{"__typename":"Page","id":"cG9zdDo5MTU3NQ==","title_b28e9_bf21a":"General Education Modification (GEM) Committee","uri":"/academics/departments-programs/general-studies/gst-department-pages/general-education-modification-gem-committee/","parentId":"cG9zdDo5MTU1Nw==","databaseId":91575,"slug":"general-education-modification-gem-committee","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"General Education Modification (GEM) Committee - 十大网赌软件","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"General Education Modification (GEM) Committee","opengraphDescription":"The General Education Curriculum at 十大网赌软件 has not undergone comprehensive review since its implementation in 2006. 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After 14 years and many small and incremental adjustments, it is time to consider a more comprehensive review and possible revision of the curriculum. Besides needing to address the normal \\u201cdrift\\u201d of a curriculum over time, this move is important, as many faculty members have joined the College since 2006 and have little grounding in the history and rationale behind the current curriculum. Broad and deep campus conversations about the goals, nature, and structure of 一般的研究 at 十大网赌软件 promise to revitalize the curriculum and develop energizing dialogues among faculty about teaching and learning. The General Education Modification (GEM) Committee was formed to complete this task of a thorough review and modification of the General Education program. To learn more about the charge of our group, please refer to the documents below (note: you may have to log in using 庇哩亚.edu credentials to see these documents).\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The General Education Curriculum at 十大网赌软件 has not undergone comprehensive review since its implementation in 2006. After 14 years and many small and incremental adjustments, it is time to consider a more comprehensive review and possible revision of the curriculum. Besides needing to address the normal “drift” of a curriculum over time, this move is important, as many faculty members have joined the College since 2006 and have little grounding in the history and rationale behind the current curriculum. 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At the same time, this value invites students to explore the ways that marginalized communities across the world have resisted and dismantled such structures of power in the struggle for liberation, equity, and power.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This Value highlights the importance of thinking criti呼叫。y about the ways that structures of power have continued to shape the world around us, especially through their production of and reproduction of inequities. 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It can be approached from multiple fields, even though many people tend to assume that sustainability is just about the environment."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Members<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Members"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Laura Seroka (COM \\u2013 Div. IV)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Laura Seroka (COM – Div. IV)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Dan Feinberg (ETAD \\u2013 Div. II)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Dan Feinberg (ETAD – Div. II)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Sarah Hall (ANR \\u2013 Div. 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If so, please contact Sam Cole (colesa@mogrenlandscape.com; 859-985-3489)."}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"呼叫。ToActionLabel":null,"呼叫。ToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]}},{"__typename":"Page","id":"cG9zdDo5MTU3MQ==","databaseId":91571,"uri":"/academics/departments-programs/general-studies/gst-department-pages/course-proposal-forms/","slug":"course-proposal-forms","contentTypeName":"page","title_b28e9_bf21a":"Course Proposal Forms","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Course Proposal Forms - 十大网赌软件","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Course Proposal Forms","opengraphDescription":"Proposing Courses to Meet General Education Requirements 部门 may propose courses to meet Perspective, Practical Reasoning, and Active Learning Experience requirements. 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For each course being proposed a syllabus or detailed course description and a completed request form for the credit(s) being proposed should be submitted electroni呼叫。y to Tiffany Lindsey (lindseyt@mogrenlandscape.com<\\/a>), staff support to COGE. The request forms ask respondents to indicate how the course will address the faculty-approved learning goals for the requirement.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"部门 may propose courses to meet Perspective, Practical Reasoning, and Active Learning Experience requirements. For each course being proposed a syllabus or detailed course description and a completed request form for the credit(s) being proposed should be submitted electroni呼叫。y to Tiffany Lindsey (lindseyt@mogrenlandscape.com), staff support to COGE. The request forms ask respondents to indicate how the course will address the faculty-approved learning goals for the requirement."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Requests are promptly reviewed and acted upon by the Committee on General Education (COGE). Department Chairs will receive an email reminder with proposal submission deadlines early each term. Submission of the proposal by the deadline is necessary in order to include information about the General Education requirements in the printed schedule of classes published prior to registration.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Requests are promptly reviewed and acted upon by the Committee on General Education (COGE). Department Chairs will receive an email reminder with proposal submission deadlines early each term. Submission of the proposal by the deadline is necessary in order to include information about the General Education requirements in the printed schedule of classes published prior to registration."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Courses may be proposed to meet one or two general education requirements.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Courses may be proposed to meet one or two general education requirements."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Perspective credit is approved for courses, not for individual students.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Perspective credit is approved for courses, not for individual students."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The submission deadlines concerning requests for general education requirements during 2023-2024 (ALE, PR, PRQ, Natural Science, Perspectives, and Service-Learning) are as follows:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The submission deadlines concerning requests for general education requirements during 2023-2024 (ALE, PR, PRQ, Natural Science, Perspectives, and Service-Learning) are as follows:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Spring & Summer 2024: Tuesday, October 10th, 2023\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Fall 2024: Tuesday, March 12th, 2024\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Please submit all documentation for these requests to Tiffany Lindsey (lindseyt@mogrenlandscape.com<\\/a>) before these deadlines pass.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Please submit all documentation for these requests to Tiffany Lindsey (lindseyt@mogrenlandscape.com) before these deadlines pass."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"If you are new to Service-Learning or not sure if your course is a good match for Service-Learning, please contact Ashley Cochrane<\\/a>, Director of The Center for Excellence in Learning Through Service (CELTS<\\/a>) to learn more and brainstorm possibilities. Just as a reminder, courses that are not permanently designated as service-learning courses need to \\u201crenew\\u201d their S-L Course designation each time the course is taught as an S-L course by submitting the S-L Course designation proposal form (Part A only).\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"If you are new to Service-Learning or not sure if your course is a good match for Service-Learning, please contact Ashley Cochrane, Director of The Center for Excellence in Learning Through Service (CELTS) to learn more and brainstorm possibilities. Just as a reminder, courses that are not permanently designated as service-learning courses need to “renew” their S-L Course designation each time the course is taught as an S-L course by submitting the S-L Course designation proposal form (Part A only)."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Just as a reminder, here are the ways to go about requesting perspectives for various types of course offerings:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Just as a reminder, here are the ways to go about requesting perspectives for various types of course offerings:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Never before offered Special Topics courses: Department Chairs should submit completed perspective request from and draft syllabus to Tiffany Lindsey by the appropriate deadline.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Catalog Courses requesting new or different perspectives: Department Chairs should submit completed perspective request form and draft syllabus to Tiffany Lindsey by the appropriate deadline.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Special topics courses offered before in previous terms that were granted perspectives during the last offering: Instructor should send a note to Tiffany Lindsey (with Department Chair CC\\u2019ed) by the appropriate deadline verifying that the course offering and content for the course will be the same as it was when previously offered. No extra documentation\\/resubmitted documentation is required.\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"If you have any questions or concerns about this, please feel free to contact Tiffany Lindsey, Eileen McKiernan-Gonzalez, or EJ Stokes.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"If you have any questions or concerns about this, please feel free to contact Tiffany Lindsey, Eileen McKiernan-Gonzalez, or EJ Stokes."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The request forms, which should be completed and submitted with a course syllabus, are available below:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The request forms, which should be completed and submitted with a course syllabus, are available 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GSTR 110 Course Primer<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Faculty Advising Resources<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
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\\nGSTR 110:<\\/strong> First regular term.<\\/li>
\\nGSTR 210:<\\/strong> Second regular term, unless student is enrolled in ENG 104, in which case, the student may elect to delay GSTR 210 until their third term. Prerequisite: GSTR 110 (or waiver).<\\/li>
\\nGSTR 310:<\\/strong> Third through seventh regular term. Students should be encouraged to take in their third or fourth semesters, and strongly encouraged not to put this off until their senior year. Prerequisites: GSTR 210 and sophomore standing.<\\/li>
\\nGSTR 332:<\\/strong> Third through seventh regular term. Students should be strongly encouraged not to put this off until their senior year. Prerequisites: Practical Reasoning with Quantitative Emphasis (PRQ) and sophomore standing.<\\/li>
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an approved service-learning course;<\\/li>
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an approved labor project;<\\/li>
an approved short term travel course;<\\/li>
structured reflection as part of KIIS or other international study program. (This is not automatic; it requires completion of a journal that will be reviewed by the Director of the International Center.)<\\/li>
designated nursing clinicals;<\\/li>
designated education practicums;<\\/li>
participation in a theatre lab production;<\\/li>
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8pm April 14-15 & 19-22, McGaw 剧院, Jelkyl Drama Center
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Current preparation for the 剧院 Laboratory<\\/li>
Aptitude for 剧院 Studies<\\/li>
Seriousness for completion of the 剧院 Major Department.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"It is also the beginning of the student\\u2019s thinking about the Senior 剧院 Project. The Review will be initiated and completed normally during the first term of the sophomore year, but definitely before the 剧院 Faculty approve and sign the Admission to Major forms from Academic Services\\u00a0(This normally takes 的地方 in the spring of the sophomore year, or following the student\\u2019s successful completion of 15 credit hours<\\/em>.).\\u00a0 The presentation of portfolios or auditions will take 的地方 on Reading Day before final examinations. Below, is defined the specific areas, in addition to requirements that must be met by all students\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"It is also the beginning of the student’s thinking about the Senior 剧院 Project. The Review will be initiated and completed normally during the first term of the sophomore year, but definitely before the 剧院 Faculty approve and sign the Admission to Major forms from Academic Services (This normally takes 的地方 in the spring of the sophomore year, or following the student’s successful completion of 15 credit hours.). The presentation of portfolios or auditions will take 的地方 on Reading Day before final examinations. Below, is defined the specific areas, in addition to requirements that must be met by all students"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"For All Students\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"For All Students"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Five copies are to be submitted to the Director of 剧院 by the Monday before Reading Day before the final examinations.<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Five copies are to be submitted to the Director of 剧院 by the Monday before Reading Day before the final examinations."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Submission of a statement describing the one aspect of 剧院 which the student would most like as a career emphasis (Acting, Design, Dramaturgy, Directing, Playwriting, Administration, Stage Management, etc.). This statement should include a self-assessment of the student\\u2019s strengths and weaknesses in this area.<\\/li>
Submission of a statement describing another aspect of 剧院 the student will have as a career support or secondary interest. For example, would-be actors may be encouraged and expected to select an area in Dramaturgy, Technology or Administration as a companion area of interest. This statement should include a self-assessment of the student\\u2019s strengths and weaknesses in this area as well.<\\/li>
Submission of a statement indicating the reading in 剧院 already accomplished. The student should use class reading and the Reading List as a guide.<\\/li>
Submission of a projected reading list based on the works cited in the Reading List with the student will read before the first term of his\\/her senior year. The Reading List should be balanced between the main career interest and the career support interest. The proposed reading list should be both ambitious and realistic.<\\/li>
Submission of a proposed course plan for the junior and senior years, indicating the 剧院 courses which are to be taken each of the four terms, as well as which support courses from other disciplines are to be taken each of the four terms. This proposed course plan should also be given to your advisor upon entrance into the 剧院 major.<\\/li>
Submission of a summer work plan, indicating desired theatre employment possibilities for the sophomore summer and the junior summer. The student will consider the possibility of off campus internships and\\/or independent study during one or both of these summers. A long-term proposal indicating the student\\u2019s post-graduate plans should also be included, particularly if the student is considering postgraduate studies.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Individual Presentations\\u00a0<\\/strong>To take 的地方 on Reading Day before final examinations.\\u00a0<\\/em>Actors<\\/strong>\\u00a0will be required to present two contrasting 60-second monologues and a scene, each suited to the student\\u2019s potential. \\u00a0Scene partners are self selected and must be available during the review. The entire audition is to take no longer than five (5) minutes.\\u00a0 They will be self-selected and rehearsed.\\u00a0 A headshot and resume listing previous experience and bibliography of readings which have assisted the preparation of monologues should be submitted.\\u00a0Directors<\\/strong>\\u00a0will be required to present a short discussion of script analysis and a production concept for a self-selected play with a bibliography of readings which guided them in developing this concept.\\u00a0Dramaturgs<\\/strong>\\u00a0will be required to present a short discussion of dramaturgical re搜索 for a self-selected play with a bibliography of readings which guided them in developing this concept.\\u00a0Playwrights<\\/strong>\\u00a0will be required to present a sample of their writing and a short discussion of script analysis for the play with a bibliography of readings which guided them in developing this concept.\\u00a0Designers ans Technicals<\\/strong>\\u00a0will be required to present a portfolio of designs from one area (scenery, lighting, costumes, etc.), focused on one self-selected play, with a bibliography of re搜索 materials supporting their choices.\\u00a0Theater\\u00a0Administrators\\u00a0<\\/strong>will be required to present a season of plays, rationale, themes and ideas for promotion.\\u00a0Stage Management\\u00a0<\\/strong>will be required to present a portfolio of forms, schedules or articles relevant to their interest centered on a self-selected play or from a production in which they served as an assistant stage manager.\\u00a0All students are required to consult with appropriate faculty and\\/or staff to assist them with their statements and presentations on or before mid-term examinations. \\u00a0\\u00a0<\\/em>\\u00a0All students are required to take into consideration the faculty\\/staff feedback submitted during the Sophomore Review and be able to address any concerns and recommendations during the Senior 剧院 Project.\\u00a0 Work submitted for the sophomore review will remain in the office of the Director of 剧院 until the students have completed their Senior 剧院 Project.\\u00a0<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Individual Presentations To take 的地方 on Reading Day before final examinations. Actors will be required to present two contrasting 60-second monologues and a scene, each suited to the student’s potential. Scene partners are self selected and must be available during the review. The entire audition is to take no longer than five (5) minutes. They will be self-selected and rehearsed. A headshot and resume listing previous experience and bibliography of readings which have assisted the preparation of monologues should be submitted. Directors will be required to present a short discussion of script analysis and a production concept for a self-selected play with a bibliography of readings which guided them in developing this concept. Dramaturgs will be required to present a short discussion of dramaturgical re搜索 for a self-selected play with a bibliography of readings which guided them in developing this concept. Playwrights will be required to present a sample of their writing and a short discussion of script analysis for the play with a bibliography of readings which guided them in developing this concept. Designers ans Technicals will be required to present a portfolio of designs from one area (scenery, lighting, costumes, etc.), focused on one self-selected play, with a bibliography of re搜索 materials supporting their choices. Theater Administrators will be required to present a season of plays, rationale, themes and ideas for promotion. Stage Management will be required to present a portfolio of forms, schedules or articles relevant to their interest centered on a self-selected play or from a production in which they served as an assistant stage manager. All students are required to consult with appropriate faculty and/or staff to assist them with their statements and presentations on or before mid-term examinations.    All students are required to take into consideration the faculty/staff feedback submitted during the Sophomore Review and be able to address any concerns and recommendations during the Senior 剧院 Project. Work submitted for the sophomore review will remain in the office of the Director of 剧院 until the students have completed their Senior 剧院 Project. "}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Resources\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Resources"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Student Bill of Rights<\\/a><\\/li>
Guide for Students<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"呼叫。ToActionLabel":null,"呼叫。ToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]}},{"__typename":"Page","id":"cG9zdDo5MTg1NQ==","title_b28e9_bf21a":"E-mail List Form","uri":"/academics/departments-programs/theatre/thr-department-pages/e-mail-list/","parentId":"cG9zdDo5MTg0OA==","databaseId":91855,"slug":"e-mail-list","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"E-mail List Form - 十大网赌软件","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"E-mail List Form","opengraphDescription":"We are creating an e-mail list to send out information about new streaming performances and other opportunities. 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Many of those donors who had strong interests in studies of religions and spiritualities, especially Christian<\\/em> religions, provided scholarships for students who chose to study religious and spiritual phenomena: either as students who chose the Major in studies of religions and spiritualities at 十大网赌软件 or during graduate studies of some kind after graduating from 十大网赌软件. For this reason, the Department for Studies of Religions and Spirituality administers several academic scholarships<\\/em> and awards<\\/em> for students or graduates of 十大网赌软件 each academic year.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Since the founding of 十大网赌软件 in 1855, generous donors have provided numerous endowments to support academic scholarships and awards for students of the College. Many of those donors who had strong interests in studies of religions and spiritualities, especially Christian religions, provided scholarships for students who chose to study religious and spiritual phenomena: either as students who chose the Major in studies of religions and spiritualities at 十大网赌软件 or during graduate studies of some kind after graduating from 十大网赌软件. For this reason, the Department for Studies of Religions and Spirituality administers several academic scholarships and awards for students or graduates of 十大网赌软件 each academic year."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Faculty in the Department makes all final decisions about these academic scholarships and awards. In the Department for Studies of Religions and Spirituality, however, the terms, \\u201cscholarships\\u201d and \\u201cawards,\\u201d refer to two different categories of financial aid for students of 十大网赌软件.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Faculty in the Department makes all final decisions about these academic scholarships and awards. In the Department for Studies of Religions and Spirituality, however, the terms, “scholarships” and “awards,” refer to two different categories of financial aid for students of 十大网赌软件."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"First, the category of \\u201cscholarships<\\/em>\\u201d refers to aid that the Faculty distributes to academi呼叫。y-worthy students who pursue academic studies of religions, religious or spiritual phenomena more broadly, or spirituality most generally (at either collegiate or graduate levels).\\u00a0 If students want to apply for\\u00a0scholarships<\\/em>, for either continuing study toward the Major in Studies of Religions and Spirituality at 十大网赌软件 or graduate studies in religions or spiritualities after graduation from 十大网赌软件, they must complete an\\u00a0application for scholarships (application.doc<\\/a>,\\u00a0 application.pdf<\\/a>)<\\/em><\\/strong>\\u00a0that they may obtain from the departmental website or from the departmental Chairperson.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"First, the category of “scholarships” refers to aid that the Faculty distributes to academi呼叫。y-worthy students who pursue academic studies of religions, religious or spiritual phenomena more broadly, or spirituality most generally (at either collegiate or graduate levels). If students want to apply for scholarships, for either continuing study toward the Major in Studies of Religions and Spirituality at 十大网赌软件 or graduate studies in religions or spiritualities after graduation from 十大网赌软件, they must complete an application for scholarships (application.doc, application.pdf) that they may obtain from the departmental website or from the departmental Chairperson."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Second, in contrast, the category of \\u201cawards<\\/em>\\u201d designates honors that departmental Faculty bestows on students who have demonstrated excellence in academic studies of religions or spiritualities at 十大网赌软件 or during initial graduate studies after graduating from 十大网赌软件.\\u00a0 For\\u00a0awards<\\/em>, however, students and graduates of the College cannot apply.\\u00a0 Normally, the Faculty of the Department identifies candidates for such awards from those students either who have pursued the Major in Studies of Religions and Spiritualities or have taken courses in such studies with members of the departmental Faculty.\\u00a0 The Faculty, however, occasionally also receives recommendations about outstanding students or graduates of 十大网赌软件 from other members of the larger College Faculty.\\u00a0 With such\\u00a0academic<\\/em>\\u00a0awards<\\/em>, the Faculty in the Department for Studies of Religions and Spirituality affirms and celebrates superior academic performance by students in studies of religious and spiritual phenomena.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Second, in contrast, the category of “awards” designates honors that departmental Faculty bestows on students who have demonstrated excellence in academic studies of religions or spiritualities at 十大网赌软件 or during initial graduate studies after graduating from 十大网赌软件. For awards, however, students and graduates of the College cannot apply. Normally, the Faculty of the Department identifies candidates for such awards from those students either who have pursued the Major in Studies of Religions and Spiritualities or have taken courses in such studies with members of the departmental Faculty. The Faculty, however, occasionally also receives recommendations about outstanding students or graduates of 十大网赌软件 from other members of the larger College Faculty. 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Each year, the Faculty in the Department for Studies of Religions and Spirituality grants four major academic scholarships<\\/em> for academic studies of various kinds religious and spiritual phenomena: (a) the Ellen Bangson Scholarship in Christian Education<\\/em>; (b) the Belle Thompson Memorial Scholarship for Students Preparing for Christian Ministry<\\/em>; (c) the Ethel and Ira J. Martin Memorial Scholarship for Students Entering Christian Service<\\/em>; (d) the Harry and May Harmon McNutt Scholarship for First Year of Study in Seminary<\\/em>; and (e) the Millicent Bate Miller Scholarship<\\/em>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"As a result of generous donations, the Faculty in the Department for Studies of Religions and Spirituality annually administers four academic scholarships. Each year, the Faculty in the Department for Studies of Religions and Spirituality grants four major academic scholarships for academic studies of various kinds religious and spiritual phenomena: (a) the Ellen Bangson Scholarship in Christian Education; (b) the Belle Thompson Memorial Scholarship for Students Preparing for Christian Ministry; (c) the Ethel and Ira J. Martin Memorial Scholarship for Students Entering Christian Service; (d) the Harry and May Harmon McNutt Scholarship for First Year of Study in Seminary; and (e) the Millicent Bate Miller Scholarship."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
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Pool, Ph.D.Eli Lilly Chair in Religion and Culture Professor of ReligionChairperson, Department for Studies of Religions and Spirituality Introduction In this essay, I offer an answer to the following question: “Why should one study religions and spirituality or religious and spiritual phenomena?” Several important reasons … Continued","opengraphSiteName":"十大网赌软件","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2023-03-02T21:21:10+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":3,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"http://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"http://4rte.mogrenlandscape.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/conceptual-presuppositions/\",\"url\":\"http://4rte.mogrenlandscape.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/conceptual-presuppositions/\",\"name\":\"Essays - 十大网赌软件\",\"isPartOf\":{\"@id\":\"http://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2023-03-02T20:59:59+00:00\",\"dateModified\":\"2023-03-02T21:21:10+00:00\",\"breadcrumb\":{\"@id\":\"http://4rte.mogrenlandscape.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/conceptual-presuppositions/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"http://4rte.mogrenlandscape.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/conceptual-presuppositions/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"http://4rte.mogrenlandscape.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/conceptual-presuppositions/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"http://4rte.mogrenlandscape.com/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"学者\",\"item\":\"http://4rte.mogrenlandscape.com/academics/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"部门 & 项目\",\"item\":\"http://4rte.mogrenlandscape.com/academics/departments-programs/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"宗教与灵性研究\",\"item\":\"http://4rte.mogrenlandscape.com/academics/departments-programs/studies-of-religion-and-spirituality/\"},{\"@type\":\"ListItem\",\"position\":5,\"name\":\"Department Pages (REL)\",\"item\":\"http://4rte.mogrenlandscape.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/\"},{\"@type\":\"ListItem\",\"position\":6,\"name\":\"Essays\"}]},{\"@type\":\"WebSite\",\"@id\":\"http://bereafaust.wpengine.com/#website\",\"url\":\"http://bereafaust.wpengine.com/\",\"name\":\"十大网赌软件\",\"description\":\"这是一所十大网赌软件.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"http://bereafaust.wpengine.com/?s={搜索_term_string}\"},\"query-input\":\"required name=搜索_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"http://4rte.mogrenlandscape.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/conceptual-presuppositions/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"http://4rte.mogrenlandscape.com/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://4rte.mogrenlandscape.com/academics/","text":"学者"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://4rte.mogrenlandscape.com/academics/departments-programs/","text":"部门 & 项目"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://4rte.mogrenlandscape.com/academics/departments-programs/studies-of-religion-and-spirituality/","text":"宗教与灵性研究"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://4rte.mogrenlandscape.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/","text":"Department Pages (REL)"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://4rte.mogrenlandscape.com/academics/departments-programs/studies-of-religion-and-spirituality/rel-department-pages/conceptual-presuppositions/","text":"Essays"}]},"blocks":[{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Important Reasons to Study Religions and Spirituality\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Important Reasons to Study Religions and Spirituality"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"By Jeff B. Pool, Ph.D.
Eli Lilly Chair in Religion and Culture Professor of Religion
Chairperson, Department for Studies of Religions and Spirituality<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"By Jeff B. Pool, Ph.D.
Eli Lilly Chair in Religion and Culture Professor of Religion
Chairperson, Department for Studies of Religions and Spirituality"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Introduction<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Introduction"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In this essay, I offer an answer to the following question: \\u201cWhy should one study religions and spirituality or religious and spiritual phenomena?\\u201d Several important reasons recommend the neutral, non-religious, descriptive, or phenomenological academic exploration, examination, and analysis of religions, religious communities, or religious traditions, specifi呼叫。y, and human spirituality, more generally. Many scholars and numerous academic departments that dedicate themselves to this field of studies have identified the same or similar reasons and factors as well.1 Although the discussion that follows most certainly contains many if not most of the major reasons and factors that strongly encourage a neutral, non-religious, descriptive, or phenomenological academic exploration, examination, and analysis of religions and human spirituality, I do not claim to present an exhaustive list. I offer eighteen reasons, however, that strongly recommend studies of religions and spirituality or religious and spiritual phenomena.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In this essay, I offer an answer to the following question: “Why should one study religions and spirituality or religious and spiritual phenomena?” Several important reasons recommend the neutral, non-religious, descriptive, or phenomenological academic exploration, examination, and analysis of religions, religious communities, or religious traditions, specifi呼叫。y, and human spirituality, more generally. Many scholars and numerous academic departments that dedicate themselves to this field of studies have identified the same or similar reasons and factors as well.1 Although the discussion that follows most certainly contains many if not most of the major reasons and factors that strongly encourage a neutral, non-religious, descriptive, or phenomenological academic exploration, examination, and analysis of religions and human spirituality, I do not claim to present an exhaustive list. I offer eighteen reasons, however, that strongly recommend studies of religions and spirituality or religious and spiritual phenomena."}},{"__typename":"AcfButtonBlock","attributesJSON":"{\"id\":\"block_640112f844cb9\",\"name\":\"acf\\/button\",\"data\":{\"label\":\"Continue reading this essay\",\"_label\":\"field_button_label\",\"style\":\"primary\",\"_style\":\"field_button_style\",\"layout\":\"auto\",\"_layout\":\"field_button_layout\",\"url\":\"http:\\/\\/bereaedu.wpenginepowered.com\\/rel\\/wp-content\\/uploads\\/sites\\/83\\/2021\\/06\\/7b\\u2020.-Webpages-Dept.-for-Studies-of-Religions-and-Spirituality-Document.pdf\",\"_url\":\"field_button_url\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/button","button":{"__typename":"AcfButtonBlock_Button","label":"Continue reading this essay","layout":"auto","url":"http://bereaedu.wpenginepowered.com/rel/wp-content/uploads/sites/83/2021/06/7b†.-Webpages-Dept.-for-Studies-of-Religions-and-Spirituality-Document.pdf","style":"primary"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Conceptual Presuppositions\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Conceptual Presuppositions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Faculty of the Department for Studies of Religions and Spirituality presupposes working definitions for the major terms in the departmental name (\\u201creligions\\u201d and \\u201cspirituality\\u201d), as well as for the notion of human \\u201cculture\\u201d from which the phenomena emerge to which those two major terms point. Those three major conceptual presuppositions identify and define the purpose and work of the Department, as well as the objects of its studies.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Faculty of the Department for Studies of Religions and Spirituality presupposes working definitions for the major terms in the departmental name (“religions” and “spirituality”), as well as for the notion of human “culture” from which the phenomena emerge to which those two major terms point. Those three major conceptual presuppositions identify and define the purpose and work of the Department, as well as the objects of its studies."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The departmental Faculty acknowledges the complex history of the concepts that the name for the Department presupposes.1 For that reason, clarifying the academic field of study to which the name of the Department refers requires definitions of the major terms in the departmental name. The name for the Department, \\u201cDepartment for Studies of Religions and Spirituality,\\u201d explicitly attests to two of the three most obvious principal conceptual presuppositions that inform and establish this academic field of study, but also implicitly points to a third conceptual presupposition that the two explicit conceptual presuppositions themselves presuppose: (1) the concept of \\u201creligions,\\u201d which identifies human phenomena that both arise from and, in turn, shape human cultures; (2) the concept of \\u201cspirituality\\u201d that designates an essential dimension of human experience, of which religions or religious communities themselves constitute one family of ways through which individual humans and their societies express the spiritual dimension of human life; and (3) the concept of \\u201cculture\\u201d that most generally refers to a key feature of human life from which both human spirituality and human religions themselves emerge and which, in turn, help to shape culture itself. The following definitions and descriptions of these three conceptual presuppositions begin with the most general and move to the most specific of those three concepts: from the concept of \\u201cculture,\\u201d through the concept of \\u201cspirituality,\\u201d and to the concept of \\u201creligions.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The departmental Faculty acknowledges the complex history of the concepts that the name for the Department presupposes.1 For that reason, clarifying the academic field of study to which the name of the Department refers requires definitions of the major terms in the departmental name. The name for the Department, “Department for Studies of Religions and Spirituality,” explicitly attests to two of the three most obvious principal conceptual presuppositions that inform and establish this academic field of study, but also implicitly points to a third conceptual presupposition that the two explicit conceptual presuppositions themselves presuppose: (1) the concept of “religions,” which identifies human phenomena that both arise from and, in turn, shape human cultures; (2) the concept of “spirituality” that designates an essential dimension of human experience, of which religions or religious communities themselves constitute one family of ways through which individual humans and their societies express the spiritual dimension of human life; and (3) the concept of “culture” that most generally refers to a key feature of human life from which both human spirituality and human religions themselves emerge and which, in turn, help to shape culture itself. The following definitions and descriptions of these three conceptual presuppositions begin with the most general and move to the most specific of those three concepts: from the concept of “culture,” through the concept of “spirituality,” and to the concept of “religions.”"}},{"__typename":"AcfButtonBlock","attributesJSON":"{\"id\":\"block_64010e86dd3fa\",\"name\":\"acf\\/button\",\"data\":{\"label\":\"Continue Reading This Essay\",\"_label\":\"field_button_label\",\"style\":\"primary\",\"_style\":\"field_button_style\",\"layout\":\"auto\",\"_layout\":\"field_button_layout\",\"url\":\"http:\\/\\/bereaedu.wpenginepowered.com\\/rel\\/wp-content\\/uploads\\/sites\\/83\\/2021\\/06\\/5b\\u2020.-Webpages-SRS-Culture-Spirituality-and-Religions.pdf\",\"_url\":\"field_button_url\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/button","button":{"__typename":"AcfButtonBlock_Button","label":"Continue Reading This Essay","layout":"auto","url":"http://bereaedu.wpenginepowered.com/rel/wp-content/uploads/sites/83/2021/06/5b†.-Webpages-SRS-Culture-Spirituality-and-Religions.pdf","style":"primary"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"On Academic Studies of Religions and Spiritualities\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"On Academic Studies of Religions and Spiritualities"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"By Jeff B. Pool, Ph.D.
Eli Lilly Chair in Religion and Culture Professor of Religion
Chairperson, Department for Studies of Religions and Spirituality<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"By Jeff B. Pool, Ph.D.
Eli Lilly Chair in Religion and Culture Professor of Religion
Chairperson, Department for Studies of Religions and Spirituality"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Introduction<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Introduction"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In this essay, I explore a popular contemporary notion or concept: \\u201cacademic studies of religions and spirituality.\\u201d First, I identify an erroneous distinction between academic studies of religious phenomena and religious studies of such phenomena that the larger concept sometimes presupposes, considering several significant problems in that distinction. Second, I propose a more useful distinction with which to characterize academic studies of religions and spirituality.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In this essay, I explore a popular contemporary notion or concept: “academic studies of religions and spirituality.” First, I identify an erroneous distinction between academic studies of religious phenomena and religious studies of such phenomena that the larger concept sometimes presupposes, considering several significant problems in that distinction. 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\\r\\n
\\r\\n\\r\\n Psi Chi<\\/a>\\u00a0is the International Honor Society in 心理学, founded in 1929 for the purpose of encouraging, stimulating, and maintaining excellence in scholarship and advancing the science of psychology. Membership is open to undergraduate and graduate men and women who are making the study of psychology one of their major interests and who meet the minimum qualifications.\\r\\n\\r\\nPsi Chi is a member of the\\u00a0 Association of College Honor Societies<\\/a>\\u00a0(ACHS) and is an Affiliate of the\\u00a0 American Psychological Association<\\/a>\\u00a0(APA) and the\\u00a0 American Psychological Society\\u00a0<\\/a>(APS).\\r\\n\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n
\\r\\n
\\r\\n
\\r\\n
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\\r\\n
\\r\\n
Membership<\\/h2>\\r\\nMembership is open to undergraduate and graduate men and women who are making the study of psychology one of their major interests and who meet the minimum qualifications. Students who meet the minimum qualifications will be contacted and asked if they want to become a member. If they accept, they will be inducted into the 十大网赌软件 chapter in a formal ceremony.\\r\\n
Qualifications<\\/h2>\\r\\nIn order to qualify for Psi Chi membership students must:\\r\\n
\\r\\n \\t
Have completed 3 psychology courses<\\/li>\\r\\n \\t
Have registered as a major in psychology<\\/li>\\r\\n \\t
Rank in the upper 35 percent of their class in general scholarship and must demonstrate superior scholarship in psychology by earning an average of \\u201cB\\u201d or higher in psychology (i.e. 3.0 GPA)<\\/li>\\r\\n<\\/ul>\\r\\n
Benefits<\\/h2>\\r\\nThe intrinsic value of membership is rewarding to the achiever in that the recognition of excellence leads to self-fulfillment and thus to self-realization. Concrete advantages of membership include:\\r\\n
\\r\\n \\t
A membership certificate and card which give tangible evidence of membership<\\/li>\\r\\n \\t
A braided cord which is worn at graduation as a mark of both scholarship and membership in the society<\\/li>\\r\\n \\t
The recognition of achievement and scholarship on references (i.e. resume`s and letters of reference)<\\/li>\\r\\n \\t
Opportunities for professional growth such as promoting students\\u2019 re搜索, receiving national and international recognition, meeting and interacting with leaders in the field, and meeting with other Psi Chi members who will also be future leaders<\\/li>\\r\\n<\\/ul>\\r\\n
Contact Information<\\/h2>\\r\\nEmail:\\u00a0williamsw@mogrenlandscape.com<\\/a>\\r\\n\\r\\nPhone: 859-985-3629\\r\\n\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\",\"_accordion_3_content\":\"field_62833274f79f8\",\"accordion\":4,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Re搜索","content":"
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\n
PSY 424, or senior re搜索, is a unique opportunity that most undergraduates do not have, due to the fact that it’s not a required part of curriculum. This class requires students to carry out a re搜索 project from start to finish, as well as present it in front of your peers (and perhaps conferences, if all goes well). Senior re搜索 gives 十大网赌软件 psychology majors an edge that’s unique in the world of undergraduate studies.
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Being a TA in this department is an invaluable experience. 心理学 TA’s have a significant amount of work in the department, they are encouraged to sit in on classes, sometimes they lead a class discussion, make quizzes and assignments, and grade them. It is a truly invaluable experience to work here, students learn a great deal.
\n
Being an office assistant is an amazing job! The office is full of surprises, (granted it isn’t as exciting as jumping out of airplanes) but being an office assistant is rewarding. One of the duties is to write the monthly newsletter, The InΨder, that details not only news within the department, but also re搜索 right off the press, internships that are available, graduate school tips, along with fun facts about history. More duties include keeping the offices clean, organized, and prepared for whatever activity arises.
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\n
\n
\n
\n
\n
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Psi Chi is the International Honor Society in 心理学, founded in 1929 for the purpose of encouraging, stimulating, and maintaining excellence in scholarship and advancing the science of psychology. Membership is open to undergraduate and graduate men and women who are making the study of psychology one of their major interests and who meet the minimum qualifications.
\n
Psi Chi is a member of the Association of College Honor Societies (ACHS) and is an Affiliate of the American Psychological Association (APA) and the American Psychological Society (APS).
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
Membership
\n
Membership is open to undergraduate and graduate men and women who are making the study of psychology one of their major interests and who meet the minimum qualifications. Students who meet the minimum qualifications will be contacted and asked if they want to become a member. If they accept, they will be inducted into the 十大网赌软件 chapter in a formal ceremony.
\n
Qualifications
\n
In order to qualify for Psi Chi membership students must:
\n
\n
Have completed 3 psychology courses
\n
Have registered as a major in psychology
\n
Rank in the upper 35 percent of their class in general scholarship and must demonstrate superior scholarship in psychology by earning an average of “B” or higher in psychology (i.e. 3.0 GPA)
\n
\n
Benefits
\n
The intrinsic value of membership is rewarding to the achiever in that the recognition of excellence leads to self-fulfillment and thus to self-realization. Concrete advantages of membership include:
\n
\n
A membership certificate and card which give tangible evidence of membership
\n
A braided cord which is worn at graduation as a mark of both scholarship and membership in the society
\n
The recognition of achievement and scholarship on references (i.e. resume`s and letters of reference)
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Opportunities for professional growth such as promoting students’ re搜索, receiving national and international recognition, meeting and interacting with leaders in the field, and meeting with other Psi Chi members who will also be future leaders
\n
\n
Contact Information
\n
Email: williamsw@mogrenlandscape.com
\n
Phone: 859-985-3629
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\n
\n
\n
\n
\n
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Although internships are not required for the major, students who complete them usually find the experience educational. It can lead to new types of learning and ideas about future careers. Internships do count towards the 政治科学 major if the student arranges this in advance with the 十大网赌软件 Office of Internship and Career Development and one of the 政治科学 Professors.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Many 政治科学 students choose to complete an internship. Although internships are not required for the major, students who complete them usually find the experience educational. It can lead to new types of learning and ideas about future careers. Internships do count towards the 政治科学 major if the student arranges this in advance with the 十大网赌软件 Office of Internship and Career Development and one of the 政治科学 Professors."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Information on some possible internships is available at the Internship Office. Most of our majors who intern find their internship site on their own. Some examples are listed below, but they often include law offices, governmental offices, and interest groups. Please contact any member of the Department for more information.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Information on some possible internships is available at the Internship Office. Most of our majors who intern find their internship site on their own. Some examples are listed below, but they often include law offices, governmental offices, and interest groups. 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Mr. Callahan worked over the summer with the 庇哩亚 Summer Food Service Program, a free meals program by 十大网赌软件 and the USDA to help alleviate food insecurity for young people during the summer months. The role Mr. Callahan played specifi呼叫。y was in being the Media/Publicist intern; documenting and promoting the program, staff, and events. Some of his duties included taking photographs, constructing films, and publicizing the 庇哩亚 Summer Food Service Program. He also filled in for staff service meals at sites around 庇哩亚 and leading STEAM (Science, Technology, Engineering, Art, Math) activities with young people at the food sites.
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Ms. Ruplinger did her internship in Louisville, Kentucky. She worked with Louisville Showing up for Racial Justice. Her daily duties consisted of working with Louisville’s social justice groups. She also work directly with Black Lives Matter, Mijente, REACT (Rubbertown Emergency Action), Democratic Socialists of America, and other groups. Her role consisted of helping to plan activist training and run projects, as well as lobbying her representatives and other re搜索 projects during her time there.
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Ms. Jent worked at the State Department in Washington DC in the Bureau of International Organizations in the Office of Human Rights and Humanitarian Affairs. She had three weeks of training which included diplomatic history courses, meetings with ambassadors, and writing workshops. Some of her post-training duties included being responsible with assisting long-term projects that related to the United States’ role on the Human Rights Council and the United Nations. She also attended foreign policy classrooms and weekly office meetings where she reported n the progress of her work, re搜索ed topics for her colleagues for upcoming reports, and organized large sums of information into results they could learn from.
\n"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Upcoming 事件:<\\/strong>\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Upcoming 事件:"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This section will be updated soon for future opportunities.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This section will be updated soon for future opportunities."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Resources for Students<\\/strong>\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Resources for Students"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Here are some links and resources that may help you in your journey!\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Here are some links and resources that may help you in your journey!"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Dr. Abdul Rifai\\u2019s Lexicon (PDF)<\\/a><\\/li>
Analytical Index to the Constitution (PDF)<\\/a><\\/li>
Kelly Grenier on Outlines in Word (audiofile)<\\/a><\\/li>
On Operationalizations (PDF)<\\/a><\\/li>
A Big writing handout (PDF)<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"呼叫。ToActionLabel":null,"呼叫。ToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]}},{"__typename":"Page","id":"cG9zdDo5MTU4NA==","title_b28e9_bf21a":"Academic Awards","uri":"/academics/departments-programs/political-science/psc-department-pages/academic-awards/","parentId":"cG9zdDo5MTU4Mg==","databaseId":91584,"slug":"academic-awards","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Academic Awards - 十大网赌软件","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Academic Awards","opengraphDescription":"The C. Louis Smith Award Named after a former 政治科学 professor and Dean of the College, the C. Louis Smith Award is given annually to the most outstanding student in the 政治科学 program. Selection is made by the members of the faculty. 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Every February this event celebrates the legacy and joy of Spirituals and other African American music. In addition to supplementing religious life and expressing Christian love, the ensemble is also dedicated to fostering a fellowship of brotherly love. The ensemble shows that through song, that people from all walks of life can come together as one and send forward positive messages to all those they come in contact with. This group includes members of different races, ethnic backgrounds, religious denominations, and perspectives.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Now an annual event in the music department, the Festival of Spirituals was organized by BME and hosts choirs and musicians from the college and across the country. Every February this event celebrates the legacy and joy of Spirituals and other African American music. In addition to supplementing religious life and expressing Christian love, the ensemble is also dedicated to fostering a fellowship of brotherly love. The ensemble shows that through song, that people from all walks of life can come together as one and send forward positive messages to all those they come in contact with. 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Members of the Black Student Union, these students wanted to bring their religious culture to 庇哩亚, singing the Black spirituals and gospel music of their home churches, and sharing this music with the entire campus and community. With these ideas in mind, the 1969 Black Ensemble was formed stating that its goals were to \\u201csupplement religious life on campus and give vent to Christian love through songs.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The 十大网赌软件黑人音乐合奏 was organized during the fall of 1969 by a small group of black students on campus. Members of the Black Student Union, these students wanted to bring their religious culture to 庇哩亚, singing the Black spirituals and gospel music of their home churches, and sharing this music with the entire campus and community. 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Choir members represent the true diversity of 十大网赌软件 in all its aspects\\u2014ethnic background, race, nationality, and major. 音乐 majors comprise about one quarter of the membership. The choir performs several concerts each year both on and off campus. Occasionally, the group travels on major international concert tours. Repertoire consists of both sacred and secular choral literature in several languages chosen from a variety historical periods, including anthems, motets, masses, folk songs, spirituals, popular music, and music theatre selections. The conductor of the choir is Dr. Xiantang Hong. Concert Choir is an academic course at 十大网赌软件 (MUS 131), and members can earn .25 course credit for each semester of participation. The Concert Choir was formed in 1949 to develop an appropriate Sunday evening music program for weekly chapel services at the college, which were then required. In fact, the group was originally 呼叫。ed the Chapel Choir for that reason. 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For more than 60 years, the choir has given inspirational performances at the college and for audiences in most states east of the Mississippi River, Canada, Europe, and Asia."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"A Truly Global Ensemble\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"A Truly Global Ensemble"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The choir has recently returned from an exhilarating international concert tour to Spain and Portugal in May, 2014. The choir performed in major churches and cathedrals in four Spanish cities (Barcelona, Valencia, Cordoba, Granada, Seville) and two Portuguese cities (Faro, Lisbon). In the summer of 2007, the choir toured for two weeks in China, performing for large audiences in five cities and on Chinese television. In May and June of 2002, the ensemble toured in Italy and Switzerland, including performances in Rome, Lucerne, Florence and Venice. In January 1994, the choir performed in Germany, Austria, the Czech Republic, Slovakia, and Hungary. In previous years, the choir has also presented concerts in England, Wales, the Netherlands, France, Poland, and Russia.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The choir has recently returned from an exhilarating international concert tour to Spain and Portugal in May, 2014. The choir performed in major churches and cathedrals in four Spanish cities (Barcelona, Valencia, Cordoba, Granada, Seville) and two Portuguese cities (Faro, Lisbon). In the summer of 2007, the choir toured for two weeks in China, performing for large audiences in five cities and on Chinese television. In May and June of 2002, the ensemble toured in Italy and Switzerland, including performances in Rome, Lucerne, Florence and Venice. In January 1994, the choir performed in Germany, Austria, the Czech Republic, Slovakia, and Hungary. In previous years, the choir has also presented concerts in England, Wales, the Netherlands, France, Poland, and Russia."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Breathtaking Line-up of Venues\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Breathtaking Line-up of Venues"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Concert Choir has performed in many of the world\\u2019s great concert venues and churches, including 音乐 Hall in Cincinnati, Constitution Hall in Washington, DC, the Beijing Concert Hall, the Vatican in Rome, the Duomoin Sienna, the Dom in Salzburg, the Abby Church in Melk, the Jesuitenkirchein Lucerne, the Sagrada Familia in Barcelona, and the Basilica (Shrine of the Immaculate Conception) and National Cathedral in Washington, DC. Other notable performances include programs at the 1982 World\\u2019s Fair in Knoxville, TN, at Disney World and Epcot Center in Florida, and appearances with the Cincinnati Symphony Orchestra, the Louisville Orchestra, the Lexington Philharmonic, and the United States Marine Band . The choir has performed several times for the annual In-Service Conference of the Kentucky 音乐 Educators Association. Twice the choir has participated by invitation in the American Negro Spiritual Festival in Cincinnati\\u2019s 音乐 Hall. Each spring, the choir makes a week-long concert tour in the United States. The choir\\u2019s annual on-campus schedule includes major concerts in the fall and spring semester, a Homecoming Weekend performance, and participation in the 音乐 Program\\u2019s annual Concert of Christmas 音乐.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Concert Choir has performed in many of the world’s great concert venues and churches, including 音乐 Hall in Cincinnati, Constitution Hall in Washington, DC, the Beijing Concert Hall, the Vatican in Rome, the Duomoin Sienna, the Dom in Salzburg, the Abby Church in Melk, the Jesuitenkirchein Lucerne, the Sagrada Familia in Barcelona, and the Basilica (Shrine of the Immaculate Conception) and National Cathedral in Washington, DC. Other notable performances include programs at the 1982 World’s Fair in Knoxville, TN, at Disney World and Epcot Center in Florida, and appearances with the Cincinnati Symphony Orchestra, the Louisville Orchestra, the Lexington Philharmonic, and the United States Marine Band . The choir has performed several times for the annual In-Service Conference of the Kentucky 音乐 Educators Association. Twice the choir has participated by invitation in the American Negro Spiritual Festival in Cincinnati’s 音乐 Hall. Each spring, the choir makes a week-long concert tour in the United States. 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A group of bells numbering 22 or fewer is known as a chime, such as the set of 10 bells in Phelps Stokes Chapel<\\/a>. Chime bells are normally used to play single-line melodies. Carillon music with harmony in addition to melody and rhythm is made possible by having the larger number of bells.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"A carillon is an outdoor musical instrument consisting of a minimum of 23 bells and as many as 70. A group of bells numbering 22 or fewer is known as a chime, such as the set of 10 bells in Phelps Stokes Chapel. Chime bells are normally used to play single-line melodies. Carillon music with harmony in addition to melody and rhythm is made possible by having the larger number of bells."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"庇哩亚\\u2019s carillon was built and installed by the Verdin Company<\\/a>, Cincinnati, Ohio, the world\\u2019s largest maker of carillons and other bell instruments. Richard Strauss, of Verdin, is the carillon\\u2019s designer.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"庇哩亚’s carillon was built and installed by the Verdin Company, Cincinnati, Ohio, the world’s largest maker of carillons and other bell instruments. Richard Strauss, of Verdin, is the carillon’s designer."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Every carillon is a unique, custom-designed instrument, but the basic structure and playing mechanism is the same for all manually played instruments. The bells are hung stationary, bolted to steel frames installed in the an open or enclosed bell tower. Only the clappers move. The clappers are connected through a series of mechanical linkages to the carillon\\u2019s distinctive keyboard which is located in the playing room positioned directly below the bells. Lever-like keys are depressed with the loosely-clenched fists to play the smaller bells and the larger bells are played from a pedal keyboard. The force of the player\\u2019s hand or foot determines how loud or soft the tone is.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Every carillon is a unique, custom-designed instrument, but the basic structure and playing mechanism is the same for all manually played instruments. The bells are hung stationary, bolted to steel frames installed in the an open or enclosed bell tower. Only the clappers move. The clappers are connected through a series of mechanical linkages to the carillon’s distinctive keyboard which is located in the playing room positioned directly below the bells. Lever-like keys are depressed with the loosely-clenched fists to play the smaller bells and the larger bells are played from a pedal keyboard. The force of the player’s hand or foot determines how loud or soft the tone is."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"At 庇哩亚, the bells are hung enclosed in Draper Tower<\\/a>, with sound openings on all four sides. The unusually large playing room at 庇哩亚 accommodates 15 -20 people to observe carillon performances.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"At 庇哩亚, the bells are hung enclosed in Draper Tower, with sound openings on all four sides. The unusually large playing room at 庇哩亚 accommodates 15 -20 people to observe carillon performances."}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_63ffa3e68f896\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"历史\",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"庇哩亚\\u2019s carillon project began in the 1970s, through the efforts of professor of music John Courter, with a desire to add more bells to the chimes in the College\\u2019s Phelps Stokes Chapel\\u2019s<\\/a> tower. Since it is difficult to match the tone and quality of old bells and new ones from different foundries, a plan was developed to leave the existing 10-bell chime intact and install a complete carillon in the Draper tower. It wasn\\u2019t until 1992 that a matched set of 52 perfectly tuned bells became available for sale. The College was able to purchase the set with a memorial gift.\\r\\n\\r\\nTo finally make the carillon a reality, 庇哩亚 president Dr. Larry Shinn and the College\\u2019s board of trustees had four more bells cast by the same firm in 1999 and began finalizing the plan to install the carillon in the Draper Building<\\/a>.\\r\\n\\r\\n Click here to watch John Courter playing the carillon at 十大网赌软件.\\u00a0<\\/a>\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion\":1,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"历史","content":"
庇哩亚’s carillon project began in the 1970s, through the efforts of professor of music John Courter, with a desire to add more bells to the chimes in the College’s Phelps Stokes Chapel’s tower. Since it is difficult to match the tone and quality of old bells and new ones from different foundries, a plan was developed to leave the existing 10-bell chime intact and install a complete carillon in the Draper tower. It wasn’t until 1992 that a matched set of 52 perfectly tuned bells became available for sale. The College was able to purchase the set with a memorial gift.
\n
To finally make the carillon a reality, 庇哩亚 president Dr. Larry Shinn and the College’s board of trustees had four more bells cast by the same firm in 1999 and began finalizing the plan to install the carillon in the Draper Building.
\n
Click here to watch John Courter playing the carillon at 十大网赌软件.
\n"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Memorial Inscriptions\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Memorial Inscriptions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Several of the larger bells have raised letter inscriptions and intricate designs cast in bronze using the ancient \\u201clost wax\\u201d process. Inscribed on the bourdon is the College\\u2019s motto \\u201cGod has made of one blood all peoples of the earth (Acts 17:26).\\u201d Referred to as \\u201cthe Trustees Bell\\u201d, the bourdon was purchased with a gift from the College\\u2019s Trustees Memorial Fund. On the third largest bell is an ancient Sanskrit poem and on the fourth largest bell, is a verse from Psalm 109, \\u201cAwake my Soul! I will sing and make melody!\\u201d Former College president John B. Stephenson and his wife Jane contributed to the project, and their names are inscribed on two of the bells.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Several of the larger bells have raised letter inscriptions and intricate designs cast in bronze using the ancient “lost wax” process. Inscribed on the bourdon is the College’s motto “God has made of one blood all peoples of the earth (Acts 17:26).” Referred to as “the Trustees Bell”, the bourdon was purchased with a gift from the College’s Trustees Memorial Fund. On the third largest bell is an ancient Sanskrit poem and on the fourth largest bell, is a verse from Psalm 109, “Awake my Soul! I will sing and make melody!” Former College president John B. Stephenson and his wife Jane contributed to the project, and their names are inscribed on two of the bells."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"A New World Standard\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"A New World Standard"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Although almost 25 years in the making, 庇哩亚\\u2019s instrument is in the forefront of the carillon world. Working with the Verdin Company<\\/a>, the carillon\\u2019s designer, Richard Strauss, developed a new world standard keyboard using ergonomic studies and the best features of both European and American keyboard dimensions (currently these differ significantly). Strauss delivered a lecture on 十大网赌软件\\u2019s new keyboard at the International Congress of the World Federation of Carillonneurs earlier in July in Springfield, Ill. 庇哩亚\\u2019s new practice keyboard received rave reviews from carillonneurs from around the world at the International Congress.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Although almost 25 years in the making, 庇哩亚’s instrument is in the forefront of the carillon world. Working with the Verdin Company, the carillon’s designer, Richard Strauss, developed a new world standard keyboard using ergonomic studies and the best features of both European and American keyboard dimensions (currently these differ significantly). Strauss delivered a lecture on 十大网赌软件’s new keyboard at the International Congress of the World Federation of Carillonneurs earlier in July in Springfield, Ill. 庇哩亚’s new practice keyboard received rave reviews from carillonneurs from around the world at the International Congress."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"庇哩亚\\u2019s keyboard also incorporates the use of connecting rods made of polycarbonate, rather than stainless steel, which can more easily be bent. The flexible carbon rods ensure the carillon\\u2019s tone is not adversely affected.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"庇哩亚’s keyboard also incorporates the use of connecting rods made of polycarbonate, rather than stainless steel, which can more easily be bent. The flexible carbon rods ensure the carillon’s tone is not adversely affected."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Teaching Students\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Teaching Students"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Courter, an internationally known carillonneur and a composer for the instrument, began playing the carillon while he was a student at Michigan State University. He continued his studies at the University of Michigan-Ann Arbor, where he received his master\\u2019s degree in music. In 1987 and 1995 he spent sabbaticals at the Netherlands Carillon School, performing recitals and earning the Performing Artist\\u2019s Diploma, the carillonneur\\u2019s highest level of achievement.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Courter, an internationally known carillonneur and a composer for the instrument, began playing the carillon while he was a student at Michigan State University. He continued his studies at the University of Michigan-Ann Arbor, where he received his master’s degree in music. In 1987 and 1995 he spent sabbaticals at the Netherlands Carillon School, performing recitals and earning the Performing Artist’s Diploma, the carillonneur’s highest level of achievement."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Courter has won several international prizes with his original carillon compositions and his works have been published in Germany, the Netherlands and the United States. He has performed throughout the U.S. and Europe, and in 1993, was awarded the prestigious Berkeley Medal for \\u201cDistinguished Service to the Carillon\\u201d as a performer and composer for the instrument.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Courter has won several international prizes with his original carillon compositions and his works have been published in Germany, the Netherlands and the United States. He has performed throughout the U.S. and Europe, and in 1993, was awarded the prestigious Berkeley Medal for “Distinguished Service to the Carillon” as a performer and composer for the instrument."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The College\\u2019s carillon will serve as a performance instrument and be used for student instruction. The historic Phelps Stokes Chime, a part of 庇哩亚\\u2019s campus since 1917, continues to be heard. Its Westminster chime sounds every quarter-hour and students regularly play tunes on the chime. Plans currently 呼叫。 for \\u201cbell sounds\\u201d from one or the other instrument to be heard on campus at 5 p.m. most days of the week.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The College’s carillon will serve as a performance instrument and be used for student instruction. The historic Phelps Stokes Chime, a part of 庇哩亚’s campus since 1917, continues to be heard. Its Westminster chime sounds every quarter-hour and students regularly play tunes on the chime. Plans currently 呼叫。 for “bell sounds” from one or the other instrument to be heard on campus at 5 p.m. most days of the week."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"How 十大网赌软件's Carillon Compares To Others\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"How 十大网赌软件's Carillon Compares To Others"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"庇哩亚\\u2019s carillon brings to four the number of carillons in Kentucky, and becomes the state\\u2019s largest. Those at Eastern Kentucky University and at the Cathedral of the Assumption in Louisville are played from electric piano-type keyboards, which do not have control of expression. The Carroll Chime in Covington is known as a \\u201clight weight.\\u201d Its largest bell is approximately 600 lbs. and it has a range of four octaves.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"庇哩亚’s carillon brings to four the number of carillons in Kentucky, and becomes the state’s largest. Those at Eastern Kentucky University and at the Cathedral of the Assumption in Louisville are played from electric piano-type keyboards, which do not have control of expression. 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Impact of Re搜索 on Graduate School and\\/or Career Decisions<\\/h2>\\r\\n
\\r\\n \\t
Many students who participate in summer re搜索 select graduate programs related to their re搜索 projects.<\\/li>\\r\\n \\t
Participating students write a formal final report and make a formal presentation at a professional conference.<\\/li>\\r\\n<\\/ul>\\r\\n
Outreach Activities Related to Re搜索<\\/h2>\\r\\n
\\r\\n \\t
The Department has hosted several conferences and sponsored sessions in professional society meetings related to our various re搜索 projects.<\\/li>\\r\\n \\t
The Department\\u2019s FIPSE grant of $76,980 between 1991 and 1994 was used primarily to produce curricular materials to support an experiment in intertwining traditional function topics, curve fitting, mathematical modeling, and computer use in an approach to precalculus.<\\/li>\\r\\n \\t
The 1991-2 RUI project is described in an article which appeared in 新闻letter 22 (November 1991) of the Classification Society of North America entitled \\u201cUndergraduate re搜索 Participation at 十大网赌软件.\\u201d and more recent departmental re搜索 is described in the September 1998 issue of the Council on Undergraduate Re搜索 Quarterly, subtitled \\u201cCommunity Re搜索: Making a Difference.\\u201d In this issue, the article \\u201cUndergraduate Re搜索 and Grass Roots Organizations: Addressing Controversial Environmental Issues\\u201d documents the recent work of the 十大网赌软件数学 Department re搜索 program and offers suggestions on how other departments can make re搜索 connections with community organizations, particularly in the field of 数学.<\\/li>\\r\\n<\\/ul>\\r\\n
An Example of Community-Oriented Applied 数学 Re搜索<\\/h2>\\r\\n
\\r\\n \\t
Introduction\\r\\n<\\/a><\\/li>\\r\\n \\t
Motivation<\\/a><\\/li>\\r\\n \\t
Evolution<\\/a><\\/li>\\r\\n \\t
Re搜索<\\/a><\\/li>\\r\\n \\t
Impact on Issue<\\/a><\\/li>\\r\\n \\t
Benefits<\\/a><\\/li>\\r\\n \\t
Whitney Blackburn<\\/a><\\/li>\\r\\n \\t
Srabasti Dutta<\\/a><\\/li>\\r\\n \\t
Brian Moyers<\\/a><\\/li>\\r\\n \\t
Eddie Valaitis<\\/a><\\/li>\\r\\n \\t
James Blackburn-Lynch<\\/a><\\/li>\\r\\n \\t
Jan Pearce<\\/a><\\/li>\\r\\n \\t
Other Re搜索<\\/a><\\/li>\\r\\n \\t
Funding<\\/a><\\/li>\\r\\n \\t
Conclusion<\\/a><\\/li>\\r\\n \\t
References<\\/a><\\/li>\\r\\n<\\/ul>\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion\":1,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Re搜索 in the Department","content":"
The 数学 and 计算机科学 Department at 十大网赌软件 has a strong and long-standing program of re搜索 involving faculty and undergraduate students.
\n
Impact of Re搜索 on Graduate School and/or Career Decisions
\n
\n
Many students who participate in summer re搜索 select graduate programs related to their re搜索 projects.
\n
Participating students write a formal final report and make a formal presentation at a professional conference.
\n
\n
Outreach Activities Related to Re搜索
\n
\n
The Department has hosted several conferences and sponsored sessions in professional society meetings related to our various re搜索 projects.
\n
The Department’s FIPSE grant of $76,980 between 1991 and 1994 was used primarily to produce curricular materials to support an experiment in intertwining traditional function topics, curve fitting, mathematical modeling, and computer use in an approach to precalculus.
\n
The 1991-2 RUI project is described in an article which appeared in 新闻letter 22 (November 1991) of the Classification Society of North America entitled “Undergraduate re搜索 Participation at 十大网赌软件.” and more recent departmental re搜索 is described in the September 1998 issue of the Council on Undergraduate Re搜索 Quarterly, subtitled “Community Re搜索: Making a Difference.” In this issue, the article “Undergraduate Re搜索 and Grass Roots Organizations: Addressing Controversial Environmental Issues” documents the recent work of the 十大网赌软件数学 Department re搜索 program and offers suggestions on how other departments can make re搜索 connections with community organizations, particularly in the field of 数学.
\n
\n
An Example of Community-Oriented Applied 数学 Re搜索
\n
\n
Introduction
\n
\n
Motivation
\n
Evolution
\n
Re搜索
\n
Impact on Issue
\n
Benefits
\n
Whitney Blackburn
\n
Srabasti Dutta
\n
Brian Moyers
\n
Eddie Valaitis
\n
James Blackburn-Lynch
\n
Jan Pearce
\n
Other Re搜索
\n
Funding
\n
Conclusion
\n
References
\n
\n"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Labor in the Department\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Labor in the Department"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Following 十大网赌软件\\u2019s commitment to student labor as a means of learning, the 数学 Department employs students to work within its facilities. Student labor positions in the Department include working as a teaching assistant, tutoring in the 数学 Lab, supervising other students, working as a re搜索 assistant, and other jobs that keep the department functioning.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Following 十大网赌软件’s commitment to student labor as a means of learning, the 数学 Department employs students to work within its facilities. Student labor positions in the Department include working as a teaching assistant, tutoring in the 数学 Lab, supervising other students, working as a re搜索 assistant, and other jobs that keep the department functioning."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Travel to Conferences\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Travel to Conferences"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Several times each year, the 数学 Department sponsors a trip to a professional conference. Because of the departmental commitment to the value of these experiences, the cost to the student is minimal. 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\\nJanet P. DenBleyker<\\/a>, Consultant, Buck Consultants<\\/li>
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\\n Michael H. Kutner<\\/a>, Chairman, Department of Biostatistics and Epidemiology, The Cleveland Clinic Foundation<\\/li>
\\n Mike Lieber<\\/a>, Biostatistician, Cleveland Clinic Foundation<\\/li>
\\n Ellen Lentz<\\/a>, Biostatistician, Hoffmann La Roche Laboratories Inc.<\\/li>
\\n Arthur P. Staddon<\\/a>, Clinical Associate Professor, University of Pennsylvania, School of Medicine<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Educational 职业生涯\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Educational 职业生涯"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n Yves Chiricota<\\/a>, Professor, Univertsit\\u00e9 du Qu\\u00e9bec \\u00e0 Chicoutimi<\\/li>
\\n Arnitra Duckett<\\/a>, Educational Markets Manager, Texas Instruments<\\/li>
\\n Richard D. Jarvinen <\\/a>, Professor of 数学 and Consultant Department of 数学 and Statistics Winona State University<\\/li>
\\n Clare Johnson<\\/a>, Professor of 数学, Fashion Institute of Technology<\\/li>
\\n Greg King<\\/a>, Teacher, Cincinnati Public Schools<\\/li>
\\n Michael G. Monticino<\\/a>, Associate Professor, University of North Texas<\\/li>
\\n Peter Rosenthal<\\/a>, Professor of 数学<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Engineering 职业生涯\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Engineering 职业生涯"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n Jack Cassidy<\\/a>, Engineer Scientist, Firmware<\\/li>
\\n David Farmer<\\/a>, Civil Engineer, Coastal Engineering Consultants, Inc.<\\/li>
\\n Fred L. Preston<\\/a>, Systems Engineer, AT&T Bell Laboratories<\\/li>
\\n Robert L. Stewart<\\/a>, NASA Astronaut \\/ Director of Advanced 项目, Nichols Re搜索 Corp.<\\/li>
\\n Mark Terry<\\/a>, Systems Engineer, Trident Systems, Inc.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Environmental 职业生涯\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Environmental 职业生涯"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n Allison DeLong<\\/a>, Marine Associate, University of Rhode Island<\\/li>
\\n Holly Gaff<\\/a>, Graduate Re搜索 Associate, University of Tennessee<\\/li>
\\n Kay Strain King<\\/a>, Senior Environmental Mathematician, Theta Engineering<\\/li>
\\n Jerry W. Highfill<\\/a>, Mathematical Statistician, United States Environmental Protection Laboratory<\\/li>
\\n Sue E. Waldman<\\/a>, Mathematician, Columbia Plateau Conservation Re搜索 Center US Department of Agriculture<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Economic and Financial 职业生涯\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Economic and Financial 职业生涯"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n Cherryl Beeman<\\/a>, Electronic Commerce Specialist, The Kodiak Group<\\/li>
\\n William D. Hammers<\\/a>, Chief Financial Officer, Optimal Solutions<\\/li>
\\n Lisa M. Sullivan<\\/a>, Senior Budget Analyst, Department of the Navy<\\/li>
\\n Michael D. Weiss<\\/a>, Agricultural Economist, US Department of Agriculture<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Law 职业生涯\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Law 职业生涯"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n Jonathan G. Blattmachr<\\/a>, Partner, Milbank, Tweed, Hadley & McCloy<\\/li>
\\n Mitchell Stabbe<\\/a>, Partner, Dow, Lohnes & Albertson, PLLC<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Operations Re搜索 and Systems Science 职业生涯\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Operations Re搜索 and Systems Science 职业生涯"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n Jeffrey Zane Anderson<\\/a>, Industrial Engineer, Commonwealth Aluminum Corp.<\\/li>
\\n Rol Fessenden<\\/a>, Directory of Inventory Control, L.L. Bean<\\/li>
\\n Mark A. Reynolds<\\/a>, Operations Re搜索 Manager, USAir, Inc.<\\/li>
\\n William C. Schwartz<\\/a>, President & Chairman, Schwartz Electro-Optics, Inc.<\\/li>
\\n Sarah Adams Yeary<\\/a>, Staff Systems Analyst, Lockheed Martin<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Re搜索 and Development 职业生涯\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Re搜索 and Development 职业生涯"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n John Hamilton<\\/a>, Re搜索 Associate, Eastman Kodak Company<\\/li>
\\n David S. Ross<\\/a>, Re搜索 Associate, Eastman Kodak Company<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Statistical 职业生涯\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Statistical 职业生涯"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n Marla Prenger<\\/a>, Associate Scientist, Proctor and Gamble<\\/li>
\\n Julie S. Tarwater<\\/a>, Quality Control Manager, Biles & Associates<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Other Mathematical 职业生涯\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Other Mathematical 职业生涯"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n James L. Cooley<\\/a>, Aerospace Mathematician, NASA Goddard Space Flight Center<\\/li>
\\n Carla Martin<\\/a>, Consultant, Price Waterhouse<\\/li>
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In fact, three of the top five jobs involve significant mathematics and the top five are all careers based heavily on mathematics. According to this almanac, the top five jobs in ranked order are: Actuary, Software Engineer, Computer Analyst, Mathematician, and Statistician.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"According to the Jobs Rated Almanac, a publication of World Almanac Books of New York, NY, jobs in the mathematical field are some of the very “best” jobs using as criteria income, outlook, physical demand, security, stress and work environment. In fact, three of the top five jobs involve significant mathematics and the top five are all careers based heavily on mathematics. According to this almanac, the top five jobs in ranked order are: Actuary, Software Engineer, Computer Analyst, Mathematician, and Statistician."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Math Lab: Support for Students\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Math Lab: Support for Students"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Located in MAC 206, the 数学 Lab is open for support with all levels of mathematics. 庇哩亚\\u2019s Math Lab Assistants should be able to help with most mathematical questions that arise from study in the mathematics courses at 十大网赌软件. Students are strongly encouraged to make use of the help available in the Lab, as well as in their instructor\\u2019s office hours. Best results are obtained trying to solve problems before asking for help, so in either 的地方, students should be prepared to show what they have already tried. Topics in many courses in the mathematical sciences build throughout the course, so students should be sure to do their best to keep up with the class, so as to not get behind and possibly forever lost. Remember, no question to which one does not know the answer is ever \\u201cdumb\\u201d unless it goes unanswered because it remained unasked.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Located in MAC 206, the 数学 Lab is open for support with all levels of mathematics. 庇哩亚’s Math Lab Assistants should be able to help with most mathematical questions that arise from study in the mathematics courses at 十大网赌软件. Students are strongly encouraged to make use of the help available in the Lab, as well as in their instructor’s office hours. Best results are obtained trying to solve problems before asking for help, so in either 的地方, students should be prepared to show what they have already tried. Topics in many courses in the mathematical sciences build throughout the course, so students should be sure to do their best to keep up with the class, so as to not get behind and possibly forever lost. Remember, no question to which one does not know the answer is ever “dumb” unless it goes unanswered because it remained unasked."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"During the regular term, the Math Lab hours are Sunday through Thursday 7:00 to 9:15 P.M., except on evenings of 十大网赌软件 convocations, at which time the lab closes at 7:50 P.M. Summer hours vary.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"During the regular term, the Math Lab hours are Sunday through Thursday 7:00 to 9:15 P.M., except on evenings of 十大网赌软件 convocations, at which time the lab closes at 7:50 P.M. Summer hours vary."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Please contact Dr. Shelly Bouchat, ext. 3577, with complaints or suggestions for Math Lab.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Please contact Dr. Shelly Bouchat, ext. 3577, with complaints or suggestions for Math Lab."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"职业生涯 in 数学\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"职业生涯 in 数学"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Career Information From Professional Organizations\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Career Information From Professional Organizations"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n AMS 职业生涯 in Math<\\/a> offers career information from the American Mathematical Society.<\\/li>
\\n ASA 职业生涯 Center<\\/a> presents career information from the American Statistical Association.<\\/li>
\\n 职业生涯 That Count: Opportunities in the Mathematical Sciences<\\/a> is career information from the Association of Women Mathematicians.<\\/li>
The INFORMS Career Booklet has information on careers in operations re搜索.<\\/li>
\\n 数学 Archives Undergraduate Page<\\/a> is a collection of useful career information.<\\/li>
\\n Mathematical Sciences Career Information<\\/a> offers information from a consortium of professional mathematical organizations, the AMS-MAA-SIAM.<\\/li>
\\n MAA Undergraduate Page<\\/a> has many links to useful information from the 数学 Association of America.<\\/li>
\\n SIAM Career Information Page<\\/a> offers career information from the Society for Industrial and Applied 数学.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Other Career Information\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Other Career Information"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\n Bureau of Labor Statistics Occupational Outlook Handbook<\\/a> has career projections on mathematical careers.<\\/li>
\\n The Graduate Record Examination Program (GRE) <\\/a>web page provides information about tests that are required for admission to graduate school, as well as publications and services related to graduate admissions activities, guidance and 的地方ment, program evaluation, and selection of fellowship recipients. The GRE Program also assists students in their transition to graduate education through a variety of services and publications.<\\/li>
\\n Peterson\\u2019s Education and Career Center<\\/a> has an excellent 搜索able index of linked graduate programs, provides directories of professional associations, accrediting agencies, financial aid sources, career offices, and other similar topics.<\\/li>
\\n Most Lucrative College Degrees: Engineering and 计算机科学<\\/a> is an article on engineering and computer science degrees from CNNMoney.<\\/li>
\\n Monster.com<\\/a> allows you to choose a career area or type in your interest to 搜索 for jobs.<\\/li>
\\n The National Board for Certified Counselors<\\/a> can be a resource for finding a certified career counselor in your area.<\\/li>
\\n Women in 数学<\\/a> contains biographies of women mathematicians.<\\/li>
\\n Working Your Degree: 数学<\\/a> is an article on jobs and mathematics degrees from CNNMoney<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Professional Organizations in 数学\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Professional Organizations in 数学"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"American Mathematical Society (AMS)<\\/a>
Founded in 1888 to further mathematical re搜索 and scholarship. The Society currently has approximately 30,000 members throughout the United States and around the world. It fulfills its mission through programs that promote mathematical re搜索, increase the awareness of the value of mathematics to society, and foster excellence in mathematics education.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"American Mathematical Society (AMS)
Founded in 1888 to further mathematical re搜索 and scholarship. The Society currently has approximately 30,000 members throughout the United States and around the world. It fulfills its mission through programs that promote mathematical re搜索, increase the awareness of the value of mathematics to society, and foster excellence in mathematics education."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"American Society for Engineering Education (ASEE)<\\/a>
A nonprofit member association, founded in 1893, dedicated to promoting and improving engineering and technology education.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"American Society for Engineering Education (ASEE)
A nonprofit member association, founded in 1893, dedicated to promoting and improving engineering and technology education."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"American Statistics Association (ASA)<\\/a>
A scientific and educational society founded in 1839 to foster excellence in the use and application of statistics to the biological, physical, social and economic sciences.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"American Statistics Association (ASA)
A scientific and educational society founded in 1839 to foster excellence in the use and application of statistics to the biological, physical, social and economic sciences."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Association for Women in 数学 (AWM)<\\/a>
A non-profit organization dedicated to encouraging women in the mathematical sciences.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Association for Women in 数学 (AWM)
A non-profit organization dedicated to encouraging women in the mathematical sciences."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Casualty Actuarial Society <\\/a>
An organization dedicated to advancing the body of knowledge of actuarial science applied to property, casualty and similar risk exposures, to promoting and maintaining high standards of conduct and competence for the members, and to increasing the awareness of actuarial science.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Casualty Actuarial Society
An organization dedicated to advancing the body of knowledge of actuarial science applied to property, casualty and similar risk exposures, to promoting and maintaining high standards of conduct and competence for the members, and to increasing the awareness of actuarial science."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Mathematical Association of America (MAA)<\\/a>
The world\\u2019s largest organization devoted to the interests of collegiate mathematics.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Mathematical Association of America (MAA)
The world’s largest organization devoted to the interests of collegiate mathematics."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"National Council of Teachers of 数学 (NCTM)<\\/a>
A nonprofit professional association whose purpose is to improve mathematics education for all students in the United States and Canada. Composed of more than 120,000 teachers, educators, and other professionals, it is now the largest mathematics education organization in the world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"National Council of Teachers of 数学 (NCTM)
A nonprofit professional association whose purpose is to improve mathematics education for all students in the United States and Canada. Composed of more than 120,000 teachers, educators, and other professionals, it is now the largest mathematics education organization in the world."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Society of Actuaries <\\/a>
An educational, re搜索, and professional organization dedicated to serving the public and Society members. Its mission is to advance actuarial knowledge and to enhance the ability of actuaries to provide expert advice and relevant solutions for financial, business, and societal problems involving uncertain future events. The vision of the Society of Actuaries is for actuaries to be recognized as the leading professionals in the modeling and management of financial risk and contingent events.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Society of Actuaries
An educational, re搜索, and professional organization dedicated to serving the public and Society members. Its mission is to advance actuarial knowledge and to enhance the ability of actuaries to provide expert advice and relevant solutions for financial, business, and societal problems involving uncertain future events. The vision of the Society of Actuaries is for actuaries to be recognized as the leading professionals in the modeling and management of financial risk and contingent events."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Society for Industrial and Applied 数学 (SIAM)<\\/a>
Dedicated to advancing the application of mathematics to science and industry, to promoting mathematical re搜索 that could lead to effective new methods and techniques for science and industry, and to providing media for the exchange of information and ideas among mathematicians, engineers, and scientists. In conjunction with the AMS, they also provide career information and services to the mathematics community through the AMS-SIAM 数学职业生涯 Bulletin Board which is an interactive service that informs students about non-academic career choices in the mathematical sciences.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Society for Industrial and Applied 数学 (SIAM)
Dedicated to advancing the application of mathematics to science and industry, to promoting mathematical re搜索 that could lead to effective new methods and techniques for science and industry, and to providing media for the exchange of information and ideas among mathematicians, engineers, and scientists. In conjunction with the AMS, they also provide career information and services to the mathematics community through the AMS-SIAM 数学职业生涯 Bulletin Board which is an interactive service that informs students about non-academic career choices in the mathematical sciences."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Society of Women Engineers (SWE)<\\/a>
Dedicated to stimulating women to achieve full potential in careers as engineers and leaders, expanding the image of the engineering profession as a positive force in improving the quality of life, and demonstrating the value of diversity.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Society of Women Engineers (SWE)
Dedicated to stimulating women to achieve full potential in careers as engineers and leaders, expanding the image of the engineering profession as a positive force in improving the quality of life, and demonstrating the value of diversity."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"呼叫。ToActionLabel":null,"呼叫。ToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]}},{"__typename":"Page","id":"cG9zdDo5MjEwNw==","title_b28e9_bf21a":"The Ballard-McConnell-Willis 数学 Scholarships","uri":"/academics/departments-programs/mathematics/mat-department-pages/ballard-mcconnell-willis-mathematics-scholarships/","parentId":"cG9zdDo5MjEwMg==","databaseId":92107,"slug":"ballard-mcconnell-willis-mathematics-scholarships","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"The Ballard-McConnell-Willis 数学 Scholarships - 十大网赌软件","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"The Ballard-McConnell-Willis 数学 Scholarships","opengraphDescription":"The Ballard-McConnell-Willis 数学 Scholarships are made possible through a trust fund established in 1983 by Mr. John W. 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Ballard. Every year a selection committee seeks to identify three new recipients: one senior, one junior, and one sophomore who satisfy the criteria laid out in Mr Ballard\\u2019s will. These scholarships are continued for each recipient through their remaining years of attendance at 庇哩亚, up to the fourth year, as long as the recipient continues to satisfy the scholarship criteria.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Ballard-McConnell-Willis 数学 Scholarships are made possible through a trust fund established in 1983 by Mr. John W. Ballard. Every year a selection committee seeks to identify three new recipients: one senior, one junior, and one sophomore who satisfy the criteria laid out in Mr Ballard’s will. These scholarships are continued for each recipient through their remaining years of attendance at 庇哩亚, up to the fourth year, as long as the recipient continues to satisfy the scholarship criteria."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Ballard-McConnell-Willis 数学 Scholarship is awarded to one senior, one junior, and one sophomore mathematics major at 十大网赌软件 who are:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Ballard-McConnell-Willis 数学 Scholarship is awarded to one senior, one junior, and one sophomore mathematics major at 十大网赌软件 who are:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":true,\"values\":\"
In the upper 10% of class<\\/li>
With excellent scholarship<\\/li>
Having upright moral character<\\/li>
Demonstrating potential for accomplishment<\\/li>
With ability to instill in others an appreciation for mathematics<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Financial support is provided through this scholarship in the hopes that the recipient\\u2019s educational experience will be enriched in ways that would not have been possible otherwise. Foreign study or other-cultural educational experiences are especially encouraged. Other examples of uses for these funds include:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Financial support is provided through this scholarship in the hopes that the recipient’s educational experience will be enriched in ways that would not have been possible otherwise. Foreign study or other-cultural educational experiences are especially encouraged. Other examples of uses for these funds include:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Travel to professional meetings or prospective graduate schools<\\/li>
Purchases of computer hardware and software relevant to mathematics<\\/li>
Costs for mathematical re搜索<\\/li>
Cost of personal mathematics books and\\/or subscriptions to mathematical journals<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Each year, the family of John Ballard visits the College and the department to meet and talk with the students and the faculty, so Virginia Willis and her daughter Ann Sebrell are annual visitors to 十大网赌软件.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Each year, the family of John Ballard visits the College and the department to meet and talk with the students and the faculty, so Virginia Willis and her daughter Ann Sebrell are annual visitors to 十大网赌软件."}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_64010b1abce6e\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"About Mr. John W. Ballard\",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"[caption id=\\\"attachment_92132\\\" align=\\\"alignnone\\\" width=\\\"300\\\"] $\\\"John$ John and Helen Ballard[\\/caption]\\r\\n\\r\\nJohn William Ballard was born in the first decade of the Twentieth Century in the farming community of Haubstadt, Indiana, and spent his childhood there. He earned his Bachelor of Arts degree at Evansville College (now University) in Indiana and his law degree at Indiana University in Bloomington, Indiana. After serving in the Armed Services during World War II, he resumed courting Helen McConnell and they were married in 1948.\\r\\n\\r\\nJohn joined his uncle\\u2019s law firm in Princeton, Indiana, and spent most of his professional life probating wills. When his uncle died, John took over the law firm.\\r\\n\\r\\nJohn and Helen, a former fourth grade teacher, loved children, but had none of their own. They both enjoyed spending time with their six nieces and nephews, regaling them with family stories and jokes. When it was time for them to go to college, John provided an incentive to study hard, promising a gold watch to any of the nieces and nephews who made Phi Beta Kappa.\\r\\n\\r\\nJohn had simple tastes, enjoying squirrel hunting, especially keeping his guns polished and cleaned to perfection, and rooting for his favorite baseball team, the St. Louis Cardinals. He did have one luxury, his Mercedes Benz, kept in the garage during the week while he walked to work, but used on Sundays to attend church. John\\u2019s faith in God prompted him to teach the adult Sunday School class at the Methodist church in Princeton, where he and Helen were members throughout their marriage.\\r\\n\\r\\nAt Thanksgiving Helen and John, along with her two brothers and sister and their families, gathered at her mother\\u2019s house for dinner throughout the late 1940\\u2019s and \\u201950\\u2019s. After all the brothers and sisters had taken their turns hosting the dinner, someone suggested going to the Boone Tavern Hotel instead and from the mid-1960\\u2019s through the early 1970\\u2019s everyone enjoyed coming to 庇哩亚. Happy memories of those family get-togethers and a desire to help children further their education prompted John to establish a scholarship fund at 十大网赌软件.\\r\\n\\r\\nAt John\\u2019s death his will provided that a Scholarship Fund be established in memory of his wife Helen (who had died a few years earlier in 1972) and in honor of her family. The Ballard-McConnell-Willis Scholarship Fund allows top mathematics students to enhance their 庇哩亚 learning experience.\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"Huy A Nguyen's \\\"manual\\\" for scholarship recipients\",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"
\\r\\n
Ballard-McConnell-Willis 数学 Scholarship Manual<\\/h3>\\r\\n<\\/header>\\r\\n
\\r\\n\\r\\nby: Huy Nguyen\\r\\n\\r\\nBallard- McConnell- Willis (BMW) scholarship is the most prestigious award offered by the Math Dept, and the single biggest outside scholarship on campus. There are many ways you can make the most out of this award; however, the process of \\u201cspending\\u201d it is rather informal. I have had quite a few BMW recipients asking me about the specific procedures of using this pretty big amount of money. That is why I decided to write up this so-呼叫。ed \\u201cmanual\\u201d of BMW award, so that people who receive it after me can have a clue what to do. This is written merely based on personal perspectives and experiences from the two times I received this scholarship.\\r\\n\\r\\n1. The selection:\\r\\n\\r\\nTo be considered for BMW awards, these criteria must be met:\\r\\n\\r\\nIn the upper 10% of class\\r\\nWith excellent scholarship\\r\\nHaving upright moral character\\r\\nDemonstrating potential for accomplishment\\r\\nWith ability to instill in others an appreciation for mathematics\\r\\n\\r\\nEvery year, around April, three new BMW scholars will be chosen out of three classes: sophomore, junior, and senior, based on nominations of BMW committee. You do not need to submit an application or anything. It is rather crucial that you do well in Math classes. Furthermore, there are also other facts that could show your dedication or strong interest in becoming a good mathematician. For example, working for the Math\\/CS department for your labor position is one significant way for students to satisfy the 5th criteria. So when selecting a student whether they work for the department and how well they work for the department factors significantly into the selection.\\r\\n\\r\\nBMW awards will automati呼叫。y be renewed every year for existing scholars, as long as they maintain their GPA among the top 10% of their class.\\r\\n\\r\\n2. How to use:\\r\\n\\r\\nBMW awards can be used toward academic purposes, as listed on BMW description page. If you are a senior, your BMW award can only be used to purchase computers (typi呼叫。y), journals, books, etc. with the total amount must be\\r\\n\\r\\nNotes for those who plan to go to a different school:\\r\\n\\r\\nThere is no official program that 十大网赌软件 or Math Dept organizes for the students to go to other schools. This is when you shows your independence and creativity. The fund will be supplied by the BMW fund, but the process to get you off and going at the other school, as well as transferring courses back, totally depends on you.\\r\\n\\r\\nWhen you look for a school, make sure that it is worth the money that you are about to spend. Also you need to make sure the courses you take there can be transferred back. Usually, you will have to go out there to the school, find a 的地方 to stay, get your course registration forms signed by professors, then get you registered. If you choose to do the summer program instead of a regular semester at the school, you will miss out good courses taught by good professors, but the trade-offs will be that you do not have to worry about finding housing and getting registered yourself.\\r\\n\\r\\nList of schools that BMW scholars chose to go to in the past:\\r\\n\\r\\nUniversity of California at Berkeley\\r\\nUniversity of Washington\\r\\nLondon School of Economic\\r\\nNorth Carolina State University\\r\\nHarvard University\\r\\nUniversity of North Carolina at Chapel Hill\\r\\n\\r\\nHaving been used to 庇哩亚, I suspect that there will be many differences you are going to encounter, especially if you are participating in a regular semester instead of summer school. Among those is housing, a real difficulty for a big college town like Berkeley, Seattle or Raleigh. You may find it helpful to live in a motel in the first couple of days while you look for housing over there. There are housing services by the school that may have you find roommate or apartment listings. 新闻papers, internet websites are also useful to find postings. Another difficulty you may encounter is selecting a good course load. It is typical that big schools are more challenging than 庇哩亚, so 3 or 4 classes are OK (recommend: 3). This is a valuable opportunity to take a wide variety of classes, so you may want to choose wisely.\\r\\n\\r\\nRemember, while you are away, you first are given only a portion of the fund to start out with. Then you will save up receipts and send them back to 庇哩亚 to get reimbursement.\\r\\n\\r\\nFor those traveling abroad, discuss with the International Office about visa issues first.\\r\\n\\r\\nIn order to transfer back the courses you take, you need to have an official transcript from the school you studied sent to 十大网赌软件\\u2019s Academic Services. Some or all the courses may or may not be transferred. The transferred courses will appear on your transcript, but will not affect your grade at 庇哩亚. Another thing to keep in mind is that when you go to study at another school, you will miss out some courses offered at 庇哩亚, especially the general education courses. So make plan so that you can still finish your general education before graduation.\\r\\n\\r\\n<\\/div>\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion\":2,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"About Mr. John W. Ballard","content":"
$\"John$
John and Helen Ballard
\n
John William Ballard was born in the first decade of the Twentieth Century in the farming community of Haubstadt, Indiana, and spent his childhood there. He earned his Bachelor of Arts degree at Evansville College (now University) in Indiana and his law degree at Indiana University in Bloomington, Indiana. After serving in the Armed Services during World War II, he resumed courting Helen McConnell and they were married in 1948.
\n
John joined his uncle’s law firm in Princeton, Indiana, and spent most of his professional life probating wills. When his uncle died, John took over the law firm.
\n
John and Helen, a former fourth grade teacher, loved children, but had none of their own. They both enjoyed spending time with their six nieces and nephews, regaling them with family stories and jokes. When it was time for them to go to college, John provided an incentive to study hard, promising a gold watch to any of the nieces and nephews who made Phi Beta Kappa.
\n
John had simple tastes, enjoying squirrel hunting, especially keeping his guns polished and cleaned to perfection, and rooting for his favorite baseball team, the St. Louis Cardinals. He did have one luxury, his Mercedes Benz, kept in the garage during the week while he walked to work, but used on Sundays to attend church. John’s faith in God prompted him to teach the adult Sunday School class at the Methodist church in Princeton, where he and Helen were members throughout their marriage.
\n
At Thanksgiving Helen and John, along with her two brothers and sister and their families, gathered at her mother’s house for dinner throughout the late 1940’s and ’50’s. After all the brothers and sisters had taken their turns hosting the dinner, someone suggested going to the Boone Tavern Hotel instead and from the mid-1960’s through the early 1970’s everyone enjoyed coming to 庇哩亚. Happy memories of those family get-togethers and a desire to help children further their education prompted John to establish a scholarship fund at 十大网赌软件.
\n
At John’s death his will provided that a Scholarship Fund be established in memory of his wife Helen (who had died a few years earlier in 1972) and in honor of her family. The Ballard-McConnell-Willis Scholarship Fund allows top mathematics students to enhance their 庇哩亚 learning experience.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Huy A Nguyen's \"manual\" for scholarship recipients","content":"
\n
Ballard-McConnell-Willis 数学 Scholarship Manual
\n
\n
\n
by: Huy Nguyen
\n
Ballard- McConnell- Willis (BMW) scholarship is the most prestigious award offered by the Math Dept, and the single biggest outside scholarship on campus. There are many ways you can make the most out of this award; however, the process of “spending” it is rather informal. I have had quite a few BMW recipients asking me about the specific procedures of using this pretty big amount of money. That is why I decided to write up this so-呼叫。ed “manual” of BMW award, so that people who receive it after me can have a clue what to do. This is written merely based on personal perspectives and experiences from the two times I received this scholarship.
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1. The selection:
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To be considered for BMW awards, these criteria must be met:
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In the upper 10% of class
\nWith excellent scholarship
\nHaving upright moral character
\nDemonstrating potential for accomplishment
\nWith ability to instill in others an appreciation for mathematics
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Every year, around April, three new BMW scholars will be chosen out of three classes: sophomore, junior, and senior, based on nominations of BMW committee. You do not need to submit an application or anything. It is rather crucial that you do well in Math classes. Furthermore, there are also other facts that could show your dedication or strong interest in becoming a good mathematician. For example, working for the Math/CS department for your labor position is one significant way for students to satisfy the 5th criteria. So when selecting a student whether they work for the department and how well they work for the department factors significantly into the selection.
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BMW awards will automati呼叫。y be renewed every year for existing scholars, as long as they maintain their GPA among the top 10% of their class.
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2. How to use:
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BMW awards can be used toward academic purposes, as listed on BMW description page. If you are a senior, your BMW award can only be used to purchase computers (typi呼叫。y), journals, books, etc. with the total amount must be
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Notes for those who plan to go to a different school:
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There is no official program that 十大网赌软件 or Math Dept organizes for the students to go to other schools. This is when you shows your independence and creativity. The fund will be supplied by the BMW fund, but the process to get you off and going at the other school, as well as transferring courses back, totally depends on you.
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When you look for a school, make sure that it is worth the money that you are about to spend. Also you need to make sure the courses you take there can be transferred back. Usually, you will have to go out there to the school, find a 的地方 to stay, get your course registration forms signed by professors, then get you registered. If you choose to do the summer program instead of a regular semester at the school, you will miss out good courses taught by good professors, but the trade-offs will be that you do not have to worry about finding housing and getting registered yourself.
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List of schools that BMW scholars chose to go to in the past:
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University of California at Berkeley
\nUniversity of Washington
\nLondon School of Economic
\nNorth Carolina State University
\nHarvard University
\nUniversity of North Carolina at Chapel Hill
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Having been used to 庇哩亚, I suspect that there will be many differences you are going to encounter, especially if you are participating in a regular semester instead of summer school. Among those is housing, a real difficulty for a big college town like Berkeley, Seattle or Raleigh. You may find it helpful to live in a motel in the first couple of days while you look for housing over there. There are housing services by the school that may have you find roommate or apartment listings. 新闻papers, internet websites are also useful to find postings. Another difficulty you may encounter is selecting a good course load. It is typical that big schools are more challenging than 庇哩亚, so 3 or 4 classes are OK (recommend: 3). This is a valuable opportunity to take a wide variety of classes, so you may want to choose wisely.
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Remember, while you are away, you first are given only a portion of the fund to start out with. Then you will save up receipts and send them back to 庇哩亚 to get reimbursement.
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For those traveling abroad, discuss with the International Office about visa issues first.
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In order to transfer back the courses you take, you need to have an official transcript from the school you studied sent to 十大网赌软件’s Academic Services. Some or all the courses may or may not be transferred. The transferred courses will appear on your transcript, but will not affect your grade at 庇哩亚. Another thing to keep in mind is that when you go to study at another school, you will miss out some courses offered at 庇哩亚, especially the general education courses. So make plan so that you can still finish your general education before graduation.
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Learning Goal 1: Common learning goals pertaining to 健康与人类表现
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An interview with departmental faculty members and a departmental recommendation are required for admission to the 健康与人类表现 major.
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Course Sequencing Considerations
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The 教育研究 Department at 十大网赌软件 received national accreditation from the Council for the Accreditation of Educator Preparation (CAEP). On October 21, 2019, The 教育研究 Department at 十大网赌软件 was granted Accreditation at the initial-licensure level. On February 21, 2020, the Kentucky Education Professional Standards Board (EPSB) granted 十大网赌软件 continued accreditation as well. This Accreditation status will remain in effect until Fall 2026. Our next site visit will take 的地方 in Spring 2026.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"
The 教育研究 Department at 十大网赌软件 received national accreditation from the Council for the Accreditation of Educator Preparation (CAEP). On October 21, 2019, The 教育研究 Department at 十大网赌软件 was granted Accreditation at the initial-licensure level. On February 21, 2020, the Kentucky Education Professional Standards Board (EPSB) granted 十大网赌软件 continued accreditation as well. This Accreditation status will remain in effect until Fall 2026. Our next site visit will take 的地方 in Spring 2026."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Teacher Preparation 项目 that lead to certification and are approved by the Kentucky EPSB are listed below.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Teacher Preparation 项目 that lead to certification and are approved by the Kentucky EPSB are listed below."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Biological Science, Grades 8-12\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"化学, Grades 8-12\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Elementary, Primary- 5^{th<\\/sup> Grade\\u00a0\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"英语, Grades 8-12\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"数学, Grades 8-12\\u00a0\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Middle School 数学, Grades 5-9\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Middle School Science, Grades 5-9\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"音乐, All Grades: Instrumental, Vocal\\u00a0\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Physical Education and Health, All Grades\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"物理, Grades 8-12\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Social Studies, 8-12\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"For more information about CAEPs reporting measures and to review our latest Title II report, see documents below.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"For more information about CAEPs reporting measures and to review our latest Title II report, see documents below."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"}CAEP 4 Annual Reporting Measures<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Title II Program Report, 2023<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Accreditation Letters\",\"level\":2,\"anchor\":\"h-accreditation-letters\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-accreditation-letters","content":"Accreditation Letters"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"EPSB Accreditation Action Letter February 2020<\\/a>
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Human beings are born with the capacity for wonder.<\\/li>
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Teachers should be committed to the value of all individuals as unique, responsible, and worthy human beings.<\\/li>
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Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment.<\\/li>
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom.<\\/li>
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives, especially with respect to the articulations of pedagogies and school culture.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"To enact these values and commitments in their classroom and school communities, P-12 teachers must be both knowledgeable and skilled. They must seek continually to deepen and broaden their understandings of children and of content, of teaching and of learning, and they must be able to act on those understandings in humane, educative, and efficient ways. To guide our students\\u2019 development toward these ends, we have established the following seven performance goals for student teachers in 庇哩亚\\u2019s Teacher Education 部门:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"To enact these values and commitments in their classroom and school communities, P-12 teachers must be both knowledgeable and skilled. They must seek continually to deepen and broaden their understandings of children and of content, of teaching and of learning, and they must be able to act on those understandings in humane, educative, and efficient ways. To guide our students’ development toward these ends, we have established the following seven performance goals for student teachers in 庇哩亚’s Teacher Education 部门:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Teachers demonstrate their understanding of the centrality of inquiry in a learning community; the critical role of communication in inquiry; and the confidence that grows with the development of our ability to participate in a community of inquiry.<\\/li>
Teachers demonstrate both a general knowledge of all subject matter in the school curriculum, in order to understand the interrelationships among disciplines, and an in-depth understanding of the subject matter for which they are directly responsible, including the origins, development, and structure of each discipline; its core concepts and principles; its pedagogical framework; and its application to daily life.<\\/li>
Teachers demonstrate that they understand that authentic learning requires experience (direct and vicarious), inquiry, time, interest, self-correction, and external criticism.<\\/li>
Teachers demonstrate understanding of the foundations of education through their ability to plan, implement, and assess developmentally appropriate learning experiences for all students.<\\/li>
Teachers demonstrate their understanding of the importance and role of cultural diversity in constructing meaningful pedagogies for all children.<\\/li>
Teachers demonstrate understanding of and the ability to employ appropriate technological tools for developing students\\u2019 knowledge, understandings, skills, and dispositions.<\\/li>
Teachers demonstrate responsibility for their own professional development and for their own learning as a lifelong process.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"These goals, with supporting indicators, inform all 教育研究 courses and experiences. They have been aligned with Kentucky\\u2019s nine New Teacher Standards and guide us in the structuring of experiences both in our college classrooms and in student teaching to prepare our graduates to create content-rich, inquiry-focused communities in their own classrooms consistent with 庇哩亚\\u2019s mission and with their own values and commitments.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"These goals, with supporting indicators, inform all 教育研究 courses and experiences. They have been aligned with Kentucky’s nine New Teacher Standards and guide us in the structuring of experiences both in our college classrooms and in student teaching to prepare our graduates to create content-rich, inquiry-focused communities in their own classrooms consistent with 庇哩亚’s mission and with their own values and commitments."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Philosophic Framework\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Philosophic Framework"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Students are introduced to the conceptual framework in EDS 200, Seminar: Thinking about Education, and they revisit the key concepts and their relationship in various contexts in subsequent classes. A representative segment from a handout in one section of EDS 200 scaffolds the meaning of the conceptual framework for students as follows:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Students are introduced to the conceptual framework in EDS 200, Seminar: Thinking about Education, and they revisit the key concepts and their relationship in various contexts in subsequent classes. A representative segment from a handout in one section of EDS 200 scaffolds the meaning of the conceptual framework for students as follows:"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"A community of inquiry allows everyone to participate in constructing education. Thus, in a typical classroom, the teacher is not the only one who possesses knowledge; each student possesses profound knowledge, which the teacher must draw on to help build a learning community in the classroom. Note that a community involves different people who might come from various backgrounds, nationalities, ethnicities, and who might also have different views of knowledge and the world, etc. Therefore, in order for the community to educate itself, it has to draw on the experiences and abilities of all in the community to sustain itself well. Importantly also, a community must draw on other communities to help enrich itself. This same principle applies to a classroom; the teacher must understand the experiences and abilities of\\u00a0ALL\\u00a0students in order to help\\u00a0EVERY student\\u00a0learn. In addition, what happens in a classroom is not disconnected from other classes, the rest of the school community, and wider communities beyond the school.<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"A community of inquiry allows everyone to participate in constructing education. Thus, in a typical classroom, the teacher is not the only one who possesses knowledge; each student possesses profound knowledge, which the teacher must draw on to help build a learning community in the classroom. Note that a community involves different people who might come from various backgrounds, nationalities, ethnicities, and who might also have different views of knowledge and the world, etc. Therefore, in order for the community to educate itself, it has to draw on the experiences and abilities of all in the community to sustain itself well. Importantly also, a community must draw on other communities to help enrich itself. This same principle applies to a classroom; the teacher must understand the experiences and abilities of ALL students in order to help EVERY student learn. In addition, what happens in a classroom is not disconnected from other classes, the rest of the school community, and wider communities beyond the school."}},{"__typename":"AcfTabsBlock","attributesJSON":"{\"id\":\"block_63fe22a428fad\",\"name\":\"acf\\/tabs\",\"data\":{\"tabs_0_title\":\"Mission Statement\",\"_tabs_0_title\":\"field_tabs_tabs_title\",\"tabs_0_body\":\"The mission of the 十大网赌软件教育研究 Department (BC EDS) is to prepare teachers and educational professionals who believe in the worth, dignity, and potential of all learners, who include all members of the community to construct a more just society, and who engage in the continual learning of the process and practice of teaching.\",\"_tabs_0_body\":\"field_tabs_tabs_body\",\"tabs_1_title\":\"Goal of Education\",\"_tabs_1_title\":\"field_tabs_tabs_title\",\"tabs_1_body\":\"The goal of education is to help people become reasonable, just, compassionate, and creative\\u00a0human beings who will seek to determine what is of constant value in the world and to live accordingly. This goal may best be described as the development of a permanent disposition: a disposition to ask questions and to seek understanding with reason and wonder; a disposition to 搜索 for truth through ongoing inquiry into our common and differing experiences as human beings; a disposition to think for ourselves while knowing that it is through engaging in the pursuit of truth with others that we find hope and strength to work toward good for all.\",\"_tabs_1_body\":\"field_tabs_tabs_body\",\"tabs_2_title\":\"Philosophical Model \",\"_tabs_2_title\":\"field_tabs_tabs_title\",\"tabs_2_body\":\"Education in a Community of Inquiry.\\u00a0We find the community of inquiry an appropriate model for our teacher education department\\r\\nbecause we share its assumptions about the nature of human beings, the nature of knowing, and the nature of knowledge.\",\"_tabs_2_body\":\"field_tabs_tabs_body\",\"tabs_3_title\":\"Assumptions\",\"_tabs_3_title\":\"field_tabs_tabs_title\",\"tabs_3_body\":\"Human beings are born with the capacity for wonder.\\u00a0Human beings are social beings who learn from and with others.\\r\\nHuman beings construct their understandings over time\\r\\nby connecting the new to what is already known.\\r\\nHuman beings have a multiplicity of intelligences.\\r\\nAll knowledge is connected.\\r\\nWisdom comes from the way in which knowledge is held.\\r\\nThinking is central in coming to know.\\r\\nCommunicating is the matrix of thinking.\\r\\nTeachers are also learners, and students are also teachers.\\r\\nAll students can learn.\",\"_tabs_3_body\":\"field_tabs_tabs_body\",\"tabs_4_title\":\"Educational Objectives \",\"_tabs_4_title\":\"field_tabs_tabs_title\",\"tabs_4_body\":\"The goal of the teacher education department at 十大网赌软件 is to prepare teachers who will\\u00a0manifest the values and commitments, the understandings and knowledge, and the skills and abilities necessary to cultivate the disposition of judicious inquiry in themselves and in their students.\",\"_tabs_4_body\":\"field_tabs_tabs_body\",\"tabs\":5,\"_tabs\":\"field_tabs_tabs\"},\"align\":\"full\",\"mode\":\"edit\"}","name":"acf/tabs","tabs":{"__typename":"AcfTabsBlock_Tabs","tabs":[{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
The mission of the 十大网赌软件教育研究 Department (BC EDS) is to prepare teachers and educational professionals who believe in the worth, dignity, and potential of all learners, who include all members of the community to construct a more just society, and who engage in the continual learning of the process and practice of teaching.
\n","title":"Mission Statement"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
The goal of education is to help people become reasonable, just, compassionate, and creative human beings who will seek to determine what is of constant value in the world and to live accordingly. This goal may best be described as the development of a permanent disposition: a disposition to ask questions and to seek understanding with reason and wonder; a disposition to 搜索 for truth through ongoing inquiry into our common and differing experiences as human beings; a disposition to think for ourselves while knowing that it is through engaging in the pursuit of truth with others that we find hope and strength to work toward good for all.
\n","title":"Goal of Education"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Education in a Community of Inquiry. We find the community of inquiry an appropriate model for our teacher education department
\nbecause we share its assumptions about the nature of human beings, the nature of knowing, and the nature of knowledge.
\n","title":"Philosophical Model "},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Human beings are born with the capacity for wonder. Human beings are social beings who learn from and with others.
\nHuman beings construct their understandings over time
\nby connecting the new to what is already known.
\nHuman beings have a multiplicity of intelligences.
\nAll knowledge is connected.
\nWisdom comes from the way in which knowledge is held.
\nThinking is central in coming to know.
\nCommunicating is the matrix of thinking.
\nTeachers are also learners, and students are also teachers.
\nAll students can learn.
\n","title":"Assumptions"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
The goal of the teacher education department at 十大网赌软件 is to prepare teachers who will manifest the values and commitments, the understandings and knowledge, and the skills and abilities necessary to cultivate the disposition of judicious inquiry in themselves and in their students.
\n","title":"Educational Objectives "}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Knowledge Base\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Knowledge Base"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The knowledge base for 庇哩亚\\u2019s teacher education departments is broad. It includes scholarship and re搜索 that inform the thinking and practice of program faculty, and works that are central in the professional education of prospective teachers. It includes institution-particular works which describe the history and commitments of 十大网赌软件 as well as scholarship and re搜索 in general education, in the academic specialties, and in professional education. The knowledge base also encompasses the personal experiences brought by individual students and faculty to our common inquiry, and understandings created through that inquiry.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The knowledge base for 庇哩亚’s teacher education departments is broad. It includes scholarship and re搜索 that inform the thinking and practice of program faculty, and works that are central in the professional education of prospective teachers. It includes institution-particular works which describe the history and commitments of 十大网赌软件 as well as scholarship and re搜索 in general education, in the academic specialties, and in professional education. The knowledge base also encompasses the personal experiences brought by individual students and faculty to our common inquiry, and understandings created through that inquiry."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The ensuing discussion is divided into two parts. Section I focuses chiefly upon the thinkers and writers who provide the philosophical, psychological, and social foundations of our conceptual framework. Section II addresses the re搜索 and scholarship of those whose work supports our professional aims as we work with students in the areas of human development, learning, and motivation; content knowledge; instruction and assessment; and professional development and ethics. Although there is some overlap, the focus in Section II is primarily on re搜索 and scholarship consistent with our framework and supportive of practices we advocate.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The ensuing discussion is divided into two parts. Section I focuses chiefly upon the thinkers and writers who provide the philosophical, psychological, and social foundations of our conceptual framework. Section II addresses the re搜索 and scholarship of those whose work supports our professional aims as we work with students in the areas of human development, learning, and motivation; content knowledge; instruction and assessment; and professional development and ethics. Although there is some overlap, the focus in Section II is primarily on re搜索 and scholarship consistent with our framework and supportive of practices we advocate."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Section I.<\\/strong> The community of inquiry and its underlying assumptions are supported by traditional and contemporary scholarship and re搜索 in the fields of philosophy, theology, psychology, sociology, linguistics and language, women\\u2019s studies, cultural studies, and education. Among philosophers our greatest debt is to the thinking of John Dewey, whose metaphysics, epistemology, ethics, and aesthetics yield a philosophy which emphasizes the social and reconstructive purpose of education; the constructivist interpretation of learning; the importance of learning in community; the role of teachers as students of education; the wholeness of human experience as the beginning point for inquiry into any curriculum; the interrelatedness of knowledge, aided by the contrast of the logic of disciplinary knowledge with the psychology of learning; the motive force of interest which is both a sign of developing powers and a necessary characteristic of all educative experiences; and the centrality of inquiry and reflective thinking in all learning. We abjure interpretations of Dewey\\u2019s work which reduce the comprehensiveness and complexity of his thinking to advocacy of child-centered education in which curriculum is secondary. We also question readings of his ethics and metaphysics which claim that Dewey ignores moral development and denies the existence of truth. Instead, we find ourselves in sympathy with students of Dewey who find in his seminal thought on teaching as an integrative and creative act a basis for renewed emphasis on reflective inquiry in welding theory into teaching practice, and for renewing Dewey\\u2019s 呼叫。 to empower teachers as knowledgeable and deeply committed professionals.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Section I. The community of inquiry and its underlying assumptions are supported by traditional and contemporary scholarship and re搜索 in the fields of philosophy, theology, psychology, sociology, linguistics and language, women’s studies, cultural studies, and education. Among philosophers our greatest debt is to the thinking of John Dewey, whose metaphysics, epistemology, ethics, and aesthetics yield a philosophy which emphasizes the social and reconstructive purpose of education; the constructivist interpretation of learning; the importance of learning in community; the role of teachers as students of education; the wholeness of human experience as the beginning point for inquiry into any curriculum; the interrelatedness of knowledge, aided by the contrast of the logic of disciplinary knowledge with the psychology of learning; the motive force of interest which is both a sign of developing powers and a necessary characteristic of all educative experiences; and the centrality of inquiry and reflective thinking in all learning. We abjure interpretations of Dewey’s work which reduce the comprehensiveness and complexity of his thinking to advocacy of child-centered education in which curriculum is secondary. We also question readings of his ethics and metaphysics which claim that Dewey ignores moral development and denies the existence of truth. Instead, we find ourselves in sympathy with students of Dewey who find in his seminal thought on teaching as an integrative and creative act a basis for renewed emphasis on reflective inquiry in welding theory into teaching practice, and for renewing Dewey’s 呼叫。 to empower teachers as knowledgeable and deeply committed professionals."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Another philosopher who has strongly influenced us as teachers of teachers is Alfred North Whitehead. In his\\u00a0Aims of Education and Other Essays\\u00a0, Whitehead emphasizes the dangers of \\u201cinert ideas,\\u201d information which is taught to students without any context or purpose which would have meaning for them. As each of us struggles with the explosion of information in our fields, and with all that prospective teachers ought to know about the world in general and about their own special contents and pedagogy in particular, Whitehead remind us that the construction of understanding takes time, and that we have to make hard choices if we are to help our students transform information into meaning which will truly inform their thinking and actions. Whitehead also helps us understand the profound truth that there is a spiritual aspect to all education responsibly undertaken; that the ultimate goal of education is wisdom,; and that wisdom comes not from the accumulation of knowledge but from the way in which knowledge is held:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Another philosopher who has strongly influenced us as teachers of teachers is Alfred North Whitehead. In his Aims of Education and Other Essays , Whitehead emphasizes the dangers of “inert ideas,” information which is taught to students without any context or purpose which would have meaning for them. As each of us struggles with the explosion of information in our fields, and with all that prospective teachers ought to know about the world in general and about their own special contents and pedagogy in particular, Whitehead remind us that the construction of understanding takes time, and that we have to make hard choices if we are to help our students transform information into meaning which will truly inform their thinking and actions. Whitehead also helps us understand the profound truth that there is a spiritual aspect to all education responsibly undertaken; that the ultimate goal of education is wisdom,; and that wisdom comes not from the accumulation of knowledge but from the way in which knowledge is held:"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The essence of education is that it be religious\\u2026 A religious education is an education which inculcates duty and reverence. Duty arises from our potential control over the course of events. Where attainable knowledge could have changed the issue, ignorance has the guilt of vice. And the foundation of reverence is this perception, that the present holds within itself the complete sum of existence, backwards and forwards, that whole amplitude of time, which is eternity. (The Aim of Education and Other Essays, p. 14.)<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The essence of education is that it be religious… A religious education is an education which inculcates duty and reverence. Duty arises from our potential control over the course of events. Where attainable knowledge could have changed the issue, ignorance has the guilt of vice. And the foundation of reverence is this perception, that the present holds within itself the complete sum of existence, backwards and forwards, that whole amplitude of time, which is eternity. (The Aim of Education and Other Essays, p. 14.)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The ideas of other philosophers and scholars who have informed our thinking as teachers include Martin Buber\\u2019s understandings of the nature of the \\u201cI-Thou\\u201d relationship and the significance of conversation, and Nel Noddings\\u2019 emphasis on caring, on stories that can save lives, and on the vital necessity of educating high school students for intelligent belief or unbelief. We appreciate Michael Polanyi\\u2019s explication of \\u201ctacit knowledge\\u201d and Noam Chomsky\\u2019s work on language and mind. Simone Weil\\u2019s elucidation of the crucial role of observation, holding back the self, and intellectual waiting in coming to know is important to us as we work with our students and with each other. We are influenced by Margaret Buchman\\u2019s development of the idea that \\u201ccareful vision\\u201d lies at the heart of teaching as both an intellectual and a moral enterprise. We have learned from Maxine Greene\\u2019s critical understanding of the relationship among philosophy, the arts, and education; and from her emphasis, like Noddings\\u2019, on the motive role of stories in informing our lives as human beings and as learners. Robert Coles is important to us for his stories as well, and for the way he publicly addresses his need to unlearn looking at patients as objects. As Coles was taught by Ruby Bridges, so we want our students to learn to be taught by all children.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The ideas of other philosophers and scholars who have informed our thinking as teachers include Martin Buber’s understandings of the nature of the “I-Thou” relationship and the significance of conversation, and Nel Noddings’ emphasis on caring, on stories that can save lives, and on the vital necessity of educating high school students for intelligent belief or unbelief. We appreciate Michael Polanyi’s explication of “tacit knowledge” and Noam Chomsky’s work on language and mind. Simone Weil’s elucidation of the crucial role of observation, holding back the self, and intellectual waiting in coming to know is important to us as we work with our students and with each other. We are influenced by Margaret Buchman’s development of the idea that “careful vision” lies at the heart of teaching as both an intellectual and a moral enterprise. We have learned from Maxine Greene’s critical understanding of the relationship among philosophy, the arts, and education; and from her emphasis, like Noddings’, on the motive role of stories in informing our lives as human beings and as learners. Robert Coles is important to us for his stories as well, and for the way he publicly addresses his need to unlearn looking at patients as objects. As Coles was taught by Ruby Bridges, so we want our students to learn to be taught by all children."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We have gained insight and perspective from the poetry and prose of Wendell Berry, the Kentucky farmer and author. Through Berry\\u2019s essays, novels, and poetry we have recognized the critical necessity of education both for a sense of 的地方 and about 的地方. Toward these ends, we seek to teach for a disposition which values rootedness, simplicity, and 的地方. In addition, David Orr has inspired us to consider all education, either through omission or commission, as environmental education. In this way, we are spurred to consider anew the possibilities within interdisciplinary curricula.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We have gained insight and perspective from the poetry and prose of Wendell Berry, the Kentucky farmer and author. Through Berry’s essays, novels, and poetry we have recognized the critical necessity of education both for a sense of 的地方 and about 的地方. Toward these ends, we seek to teach for a disposition which values rootedness, simplicity, and 的地方. In addition, David Orr has inspired us to consider all education, either through omission or commission, as environmental education. In this way, we are spurred to consider anew the possibilities within interdisciplinary curricula."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We have been moved by the thinking and by the presence on our campus of Ivan Illich. Though once widely recognized as a prominent critic of schooling, Illich has since focused on the counterproductive effects of an array of institutions. Through his words, we have been guided to think deeply about human nature, freedom, needs, and progress. Through the provocations and hope provided by Illich, we have reaffirmed the centrality of human relatedness in all endeavors.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We have been moved by the thinking and by the presence on our campus of Ivan Illich. Though once widely recognized as a prominent critic of schooling, Illich has since focused on the counterproductive effects of an array of institutions. Through his words, we have been guided to think deeply about human nature, freedom, needs, and progress. Through the provocations and hope provided by Illich, we have reaffirmed the centrality of human relatedness in all endeavors."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We owe a special debt to Mathew Lipman and the late Frederick Oscanyan, whose understanding of the role of philosophy in the education of children bespeaks the power of children\\u2019s minds and the power of ideas explored in community. Until his untimely death fifteen years ago, Fred Oscanyan was a much-respected faculty member in the 哲学 Department at 庇哩亚, traveling internationally with Lipman in the service of the ideas which animate this program. The thinking of Fred Oscanyan and Mathew Lipman is very much a part of our knowledge base, and Lipman\\u2019s work, Thinking in Education, 2nd ed. (2003, 1991) has been of particular importance in the development of our conceptual framework.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We owe a special debt to Mathew Lipman and the late Frederick Oscanyan, whose understanding of the role of philosophy in the education of children bespeaks the power of children’s minds and the power of ideas explored in community. Until his untimely death fifteen years ago, Fred Oscanyan was a much-respected faculty member in the 哲学 Department at 庇哩亚, traveling internationally with Lipman in the service of the ideas which animate this program. The thinking of Fred Oscanyan and Mathew Lipman is very much a part of our knowledge base, and Lipman’s work, Thinking in Education, 2nd ed. (2003, 1991) has been of particular importance in the development of our conceptual framework."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In the social sciences, there are a number of re搜索ers and scholars whose work informs our thinking as teachers of teachers. Erik Erikson tells us that life may be conceived as a series of challenges which can strengthen us and lead to wisdom if properly met; that human development takes 的地方 throughout our lives and involves mind, body, and spirit; and that our growth is greatly influenced at all ages by our relationships with others and our developing sense of self. Jean Piaget\\u2019s study of children\\u2019s cognitive development has helped us both directly and through the work of others \\u2013 most notably Eleanor Duckworth , Margaret Donaldson, and David Elkind \\u2013 to realize that we must observe and listen closely to our students in order to understand how they are thinking, for only through such careful attention can we know how to encourage further inquiry. Kieran Egan re-envisions both the purpose of education and our view of children\\u2019s cognitive capacities in order to avoid the pitfalls of superficial understandings. The work of William Perry reminds us that the concept of \\u201cdevelopmentally appropriate\\u201d applies also to the education of prospective teachers. Howard Gardner\\u2019s theory of multiple intelligences and his related work on the arts and human development supports our belief in the existence and importance of multiple abilities in all students. Lev Vygotsky\\u2019s emphasis on the social nature of learning and the zone of proximal development is clearly consistent with our assumptions about the importance of language and community in learning. Jerome Bruner leads our thinking to the structures of the disciplines and relationships among the structures, effective pedagogy, and child development, and has given us, following the seminal work of Hilda Taba, the very helpful concept of the spiral curriculum.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In the social sciences, there are a number of re搜索ers and scholars whose work informs our thinking as teachers of teachers. Erik Erikson tells us that life may be conceived as a series of challenges which can strengthen us and lead to wisdom if properly met; that human development takes 的地方 throughout our lives and involves mind, body, and spirit; and that our growth is greatly influenced at all ages by our relationships with others and our developing sense of self. Jean Piaget’s study of children’s cognitive development has helped us both directly and through the work of others – most notably Eleanor Duckworth , Margaret Donaldson, and David Elkind – to realize that we must observe and listen closely to our students in order to understand how they are thinking, for only through such careful attention can we know how to encourage further inquiry. Kieran Egan re-envisions both the purpose of education and our view of children’s cognitive capacities in order to avoid the pitfalls of superficial understandings. The work of William Perry reminds us that the concept of “developmentally appropriate” applies also to the education of prospective teachers. Howard Gardner’s theory of multiple intelligences and his related work on the arts and human development supports our belief in the existence and importance of multiple abilities in all students. Lev Vygotsky’s emphasis on the social nature of learning and the zone of proximal development is clearly consistent with our assumptions about the importance of language and community in learning. Jerome Bruner leads our thinking to the structures of the disciplines and relationships among the structures, effective pedagogy, and child development, and has given us, following the seminal work of Hilda Taba, the very helpful concept of the spiral curriculum."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Robert Coles\\u2019 study of children in crisis shows us that underneath the very real cultural differences that distinguish rich from poor, black from white, and rural from urban, lie hopes, fears, and joys which have a striking commonality. But stark social and economic inequalities conspire to smother the hopes and joys of poor children, and the fears of poor children in urban neighborhoods are often for their very lives. As Jonathan Kozol makes clear, these children\\u2019s promise, choked by poverty and low expectations, goes unrecognized and unaided by the very educational institutions charged with their care. Through his work with older students, Mike Rose shows how poverty, low educational expectations by teachers, and parents who are themselves uneducated and disenfranchised, combine to affect the lives of students who grow up \\u201con the boundary\\u201d of traditional culture.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Robert Coles’ study of children in crisis shows us that underneath the very real cultural differences that distinguish rich from poor, black from white, and rural from urban, lie hopes, fears, and joys which have a striking commonality. But stark social and economic inequalities conspire to smother the hopes and joys of poor children, and the fears of poor children in urban neighborhoods are often for their very lives. As Jonathan Kozol makes clear, these children’s promise, choked by poverty and low expectations, goes unrecognized and unaided by the very educational institutions charged with their care. Through his work with older students, Mike Rose shows how poverty, low educational expectations by teachers, and parents who are themselves uneducated and disenfranchised, combine to affect the lives of students who grow up “on the boundary” of traditional culture."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Against this reality stands the work of public school educators like Deborah Meier at Central Park East; Shelly Harwayne at the Manhattan New School; Dennis Littky and Elliot Washor at the MET school in Providence, Rhode Island; and Patricia Carini, of Prospect Center, who has been working for a decade to help teachers in urban schools use the practice of \\u201cdisciplined description\\u201d which she and colleagues developed over the years at Prospect School, to refocus teachers\\u2019 vision and language on the individual strengths and promise of every child. These educators emphasize the importance of commitment to a democratic vision, to community, to inquiry, to every child, and to mutual respect and collaboration between parents and teachers. Such collaboration requires time and trust. Sarah Lightfoot describes the disparate worlds of parents and teachers that must be bridged for the good of those whose education is their common concern. Vivian Paley\\u2019s stories as a white teacher of diverse young children teach us that good intentions and sincere caring for every child do not eliminate unconscious misconceptions about children whose backgrounds differ from our own. She further teaches, again by example, that only through relationships with diverse parents and colleagues can teachers gain the understandings necessary to address the instructional and personal needs of every child.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Against this reality stands the work of public school educators like Deborah Meier at Central Park East; Shelly Harwayne at the Manhattan New School; Dennis Littky and Elliot Washor at the MET school in Providence, Rhode Island; and Patricia Carini, of Prospect Center, who has been working for a decade to help teachers in urban schools use the practice of “disciplined description” which she and colleagues developed over the years at Prospect School, to refocus teachers’ vision and language on the individual strengths and promise of every child. These educators emphasize the importance of commitment to a democratic vision, to community, to inquiry, to every child, and to mutual respect and collaboration between parents and teachers. Such collaboration requires time and trust. Sarah Lightfoot describes the disparate worlds of parents and teachers that must be bridged for the good of those whose education is their common concern. Vivian Paley’s stories as a white teacher of diverse young children teach us that good intentions and sincere caring for every child do not eliminate unconscious misconceptions about children whose backgrounds differ from our own. She further teaches, again by example, that only through relationships with diverse parents and colleagues can teachers gain the understandings necessary to address the instructional and personal needs of every child."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Gloria Boutte, Courtney Cazden, Lisa Delpit, Paulo Friere, Shirley Brice Heath, Gloria Ladson-Billings, Vivian Paley, Ruby Payne, and Victoria Purcell-Gates address the language and cultural experiences which diverse children bring to the classroom. In her longitudinal ethnographic study of children\\u2019s language development in three different southern Appalachian communities as well as in her later work, Heath shows that teachers must be linguisti呼叫。y knowledgeable in order to be able to be educationally responsible. Cazden\\u2019s work on the nature of stories told by inner-city children reminds us that stories are vital in every culture, but their structure and the ways in which they are recounted are diverse. Purcell-Gates shows through the eyes of a young boy and his family the ways in which educational institutions can work against a child\\u2019s cultural strengths to create problems rather than to educate. Like Boutte and Ladson-Billings Lisa Delpit reminds teachers to take care that the pedagogical methods used to help young black learners attain literacy fit their needs. Like Paley, Delpit emphasizes that white teachers must be willing to seek out, listen to, and learn from what parents of diverse children and adolescents can teach them.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Gloria Boutte, Courtney Cazden, Lisa Delpit, Paulo Friere, Shirley Brice Heath, Gloria Ladson-Billings, Vivian Paley, Ruby Payne, and Victoria Purcell-Gates address the language and cultural experiences which diverse children bring to the classroom. In her longitudinal ethnographic study of children’s language development in three different southern Appalachian communities as well as in her later work, Heath shows that teachers must be linguisti呼叫。y knowledgeable in order to be able to be educationally responsible. Cazden’s work on the nature of stories told by inner-city children reminds us that stories are vital in every culture, but their structure and the ways in which they are recounted are diverse. Purcell-Gates shows through the eyes of a young boy and his family the ways in which educational institutions can work against a child’s cultural strengths to create problems rather than to educate. Like Boutte and Ladson-Billings Lisa Delpit reminds teachers to take care that the pedagogical methods used to help young black learners attain literacy fit their needs. Like Paley, Delpit emphasizes that white teachers must be willing to seek out, listen to, and learn from what parents of diverse children and adolescents can teach them."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Scholars in other areas have also been important to us as teachers. Carol Gilligan has helped us to rethink the role of gender in human development. Belenky et al. in Women\\u2019s Ways of Knowing suggest that connected teaching best meets the needs of all students, not just women. Eschewing the widely-held dichotomy between subjective and objective, Parker Palmer asks us to seek the courage to teach in ways that reach the spirits as well as the minds of our students. Mary Rose O\\u2019Reilly argues for the importance of radical presence in the classroom, for leaving room for the silence that signifies human beings in thought together. As our conceptual framework implies, we find this emphasis on language in community, on thinking together with care, supportive and fruitful.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Scholars in other areas have also been important to us as teachers. Carol Gilligan has helped us to rethink the role of gender in human development. Belenky et al. in Women’s Ways of Knowing suggest that connected teaching best meets the needs of all students, not just women. Eschewing the widely-held dichotomy between subjective and objective, Parker Palmer asks us to seek the courage to teach in ways that reach the spirits as well as the minds of our students. Mary Rose O’Reilly argues for the importance of radical presence in the classroom, for leaving room for the silence that signifies human beings in thought together. As our conceptual framework implies, we find this emphasis on language in community, on thinking together with care, supportive and fruitful."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Many other scholars and re搜索ers have been influential in our thinking about the work that we do as teachers of teachers. In Section II below, we discuss works that specifi呼叫。y support our professional practice.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Many other scholars and re搜索ers have been influential in our thinking about the work that we do as teachers of teachers. In Section II below, we discuss works that specifi呼叫。y support our professional practice."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Section II.<\\/strong> The focus in this section is on those aspects of our knowledge base that pertain directly to the development of students\\u2019 professional and content knowledge. As the assumptions underlying our conceptual framework make clear, learning requires the construction of understanding in dialogue with others and within oneself by connecting the new to what is already known. We also believe that the process of coming to know is developmental; it takes 的地方 over time and requires reflection. Each time a learner encounters a question or problem previously met, or a book previously read, the response is different because the learner is different. If the response is unchanged, it is unlikely that the learner has learned anything of relevance since the first encounters. But if those previous experiences are truly educative, in the Deweyan sense, they affect not only what each learner comes to understand at a given moment, but also their subsequent experiences.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Section II. The focus in this section is on those aspects of our knowledge base that pertain directly to the development of students’ professional and content knowledge. As the assumptions underlying our conceptual framework make clear, learning requires the construction of understanding in dialogue with others and within oneself by connecting the new to what is already known. We also believe that the process of coming to know is developmental; it takes 的地方 over time and requires reflection. Each time a learner encounters a question or problem previously met, or a book previously read, the response is different because the learner is different. If the response is unchanged, it is unlikely that the learner has learned anything of relevance since the first encounters. But if those previous experiences are truly educative, in the Deweyan sense, they affect not only what each learner comes to understand at a given moment, but also their subsequent experiences."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Because these same assumptions hold true in the education of teachers, we find Bruner\\u2019s discussion of the spiral curriculum to be a very helpful framework in which to view our professional education curriculum. In Bruner\\u2019s view, complex concepts are introduced to novices at the beginning of their education and then revisited in increasing depth and in varying contexts at later points in the curriculum. Consistent with this thinking, core concepts in teacher education\\u2014concepts such as knowledge, understanding, vision, discipline, interest, community, culture, inquiry, diversity, assessment, goals, strategies, lesson planning, and so on\\u2014recur as subjects for inquiry throughout 庇哩亚\\u2019s professional education curriculum so that students can, over time and with the benefit of developmental field and clinical experiences, construct an increasingly complex understanding of their meanings. For example, while students discuss Vygotsky\\u2019s thinking early on in the program, their understanding deepens when they revisit its implications for developmentally appropriate instruction in pedagogical content classes, in their field and clinical experiences, and in student teaching.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Because these same assumptions hold true in the education of teachers, we find Bruner’s discussion of the spiral curriculum to be a very helpful framework in which to view our professional education curriculum. In Bruner’s view, complex concepts are introduced to novices at the beginning of their education and then revisited in increasing depth and in varying contexts at later points in the curriculum. Consistent with this thinking, core concepts in teacher education—concepts such as knowledge, understanding, vision, discipline, interest, community, culture, inquiry, diversity, assessment, goals, strategies, lesson planning, and so on—recur as subjects for inquiry throughout 庇哩亚’s professional education curriculum so that students can, over time and with the benefit of developmental field and clinical experiences, construct an increasingly complex understanding of their meanings. For example, while students discuss Vygotsky’s thinking early on in the program, their understanding deepens when they revisit its implications for developmentally appropriate instruction in pedagogical content classes, in their field and clinical experiences, and in student teaching."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The notion of spiraling applies to experiences as well as ideas. When students in 庇哩亚\\u2019s introductory education courses observe and participate in elementary and secondary classrooms, they generally find quite different things to reflect upon than they will observe later when they are further along in the program. Their early written reflections will also be less probing\\u2014or they may in fact be descriptions rather than reflections. Similarly, students who are midway through their student teaching semester usually ask different questions of classroom teachers who visit their student teaching seminar than they would have asked before that experience\\u2014or they hear the responses to similar queries with quite different understanding. When Mike Rose visited a student teaching seminar at 庇哩亚 several years ago, he said he was struck by the depth and sophistication of participants\\u2019 comments during a two-hour session in which the student teachers themselves had set and carried out the agenda. And yet, as Frances Fuller has helped us to recognize, there is a very clear developmental progression throughout the student teaching experience as neophyte teachers\\u2019 concerns shift from self to teaching to students over the course of the semester.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The notion of spiraling applies to experiences as well as ideas. When students in 庇哩亚’s introductory education courses observe and participate in elementary and secondary classrooms, they generally find quite different things to reflect upon than they will observe later when they are further along in the program. Their early written reflections will also be less probing—or they may in fact be descriptions rather than reflections. Similarly, students who are midway through their student teaching semester usually ask different questions of classroom teachers who visit their student teaching seminar than they would have asked before that experience—or they hear the responses to similar queries with quite different understanding. When Mike Rose visited a student teaching seminar at 庇哩亚 several years ago, he said he was struck by the depth and sophistication of participants’ comments during a two-hour session in which the student teachers themselves had set and carried out the agenda. And yet, as Frances Fuller has helped us to recognize, there is a very clear developmental progression throughout the student teaching experience as neophyte teachers’ concerns shift from self to teaching to students over the course of the semester."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Thinking and communication are central to our conceptual framework, and recent re搜索 on thinking, teacher thinking, thinking in community, and reflective thinking is fundamental to our knowledge base. We are grateful for work by Christopher Clark, Bill McDiarmid, Tom Russell and Hugh Munby, and others on teachers\\u2019 thinking about teaching and learning. William Wilen\\u2019s edited work on teaching and learning through discussion has been helpful, and David Dillon\\u2019s book on questioning has reminded us of the lack of authenticity characterizing most teacher questions and the importance of helping students themselves to become the primary questioners in our classrooms. We regard Sophie Haroutunian-Gordon\\u2019s work, based on her experience in teaching students in two very diverse high schools through \\u201cconversation that turns the soul\\u201d as clearly consistent with our conceptual framework. The classroom teachers who have contributed chapters to Eleanor Duckworth\\u2019s edited work, Tell Me More, clearly understand the importance of students\\u2019 telling and teachers listening. We are struck by the force of Deanna Kuhn\\u2019s thesis that students are seldom taught in school how to do the kind of careful thinking and judging on which the rest of our lives will depend. We also value the work of Lauren Resnick, Harvey Sigel, and others on the central role of thinking in the construction of meaning throughout the curriculum.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Thinking and communication are central to our conceptual framework, and recent re搜索 on thinking, teacher thinking, thinking in community, and reflective thinking is fundamental to our knowledge base. We are grateful for work by Christopher Clark, Bill McDiarmid, Tom Russell and Hugh Munby, and others on teachers’ thinking about teaching and learning. William Wilen’s edited work on teaching and learning through discussion has been helpful, and David Dillon’s book on questioning has reminded us of the lack of authenticity characterizing most teacher questions and the importance of helping students themselves to become the primary questioners in our classrooms. We regard Sophie Haroutunian-Gordon’s work, based on her experience in teaching students in two very diverse high schools through “conversation that turns the soul” as clearly consistent with our conceptual framework. The classroom teachers who have contributed chapters to Eleanor Duckworth’s edited work, Tell Me More, clearly understand the importance of students’ telling and teachers listening. We are struck by the force of Deanna Kuhn’s thesis that students are seldom taught in school how to do the kind of careful thinking and judging on which the rest of our lives will depend. We also value the work of Lauren Resnick, Harvey Sigel, and others on the central role of thinking in the construction of meaning throughout the curriculum."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We have been greatly helped to further our own understanding of the complex nature and role of reflection in teaching and learning through the work of educators and re搜索ers like Kenneth Zeichner, Donald Schon, Alan Tom, Peter Grimmett, Gaalen Erickson, Mary Diez, and her colleagues at Alverno College, and Katherine Rasch and her colleagues at Maryville College. Reflection is essential if prospective teachers are to be able to sort through essential issues in their own education\\u2014such as the widespread but unexamined theory\\/practice dichotomy\\u2014so that they can draw on the thinking of others both present and past as they consciously formulate their own philosophies of education. A frustrated (and outstanding) upper-level student some time ago appeared at one of our doors and plaintively beseeched, \\u201cHow do I learn to teach?!\\u201d The response: \\u201cI don\\u2019t know. But I can help you think about what you already know and can do as a teacher, and perhaps that will help you see what else you need to know\\u2026\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We have been greatly helped to further our own understanding of the complex nature and role of reflection in teaching and learning through the work of educators and re搜索ers like Kenneth Zeichner, Donald Schon, Alan Tom, Peter Grimmett, Gaalen Erickson, Mary Diez, and her colleagues at Alverno College, and Katherine Rasch and her colleagues at Maryville College. Reflection is essential if prospective teachers are to be able to sort through essential issues in their own education—such as the widespread but unexamined theory/practice dichotomy—so that they can draw on the thinking of others both present and past as they consciously formulate their own philosophies of education. A frustrated (and outstanding) upper-level student some time ago appeared at one of our doors and plaintively beseeched, “How do I learn to teach?!” The response: “I don’t know. But I can help you think about what you already know and can do as a teacher, and perhaps that will help you see what else you need to know…”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"It is a truism that we learn to teach as we were taught. Too often, that has meant the perpetuation of poor teaching based upon our own experiences as students in elementary school, high school, and college. Through the leadership provided by Ernest Boyer, John Goodlad, Maxine Greene, Vito Perrone, Patricia Carini, and Theodore Sizer, and others we have been helped to understand that hope for the improvement of education rests in a concerted effort which engages faculty, students, and administrators at all levels of schooling and in all kinds of schools. The problems in education are too deep and too pervasive for change for the good to be accomplished by any one group or at any one level. We owe a considerable debt to these educators for their wholehearted and longstanding engagement in educational reform at all levels. Their work gives us direction and hope.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"It is a truism that we learn to teach as we were taught. Too often, that has meant the perpetuation of poor teaching based upon our own experiences as students in elementary school, high school, and college. Through the leadership provided by Ernest Boyer, John Goodlad, Maxine Greene, Vito Perrone, Patricia Carini, and Theodore Sizer, and others we have been helped to understand that hope for the improvement of education rests in a concerted effort which engages faculty, students, and administrators at all levels of schooling and in all kinds of schools. The problems in education are too deep and too pervasive for change for the good to be accomplished by any one group or at any one level. We owe a considerable debt to these educators for their wholehearted and longstanding engagement in educational reform at all levels. Their work gives us direction and hope."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In trying to help prospective teachers break the chain of uninspired and uninspiring teaching, it is essential that teacher educators strive to demonstrate good teaching themselves. It is equally important that we engage prospective teachers in conversations about teaching, including our own, even when that teaching sometimes goes awry. Samuel Wineburg discovered when he shared his own pedagogical failure with his students that such disclosure can be powerfully educative for all concerned. It can also help to create a true community of inquiry. If, as Dewey insists, teachers must be students of teaching as well as students of their subjects, we must all become willing to acknowledge how uncertain we often are about what we do in our classrooms. As Philip Jackson and Parker Palmer both suggest, there seems to be a fundamental insecurity inherent in the practice of teaching which stands in the way of our becoming better at doing it. In this connection, Goswami and Stillman\\u2019s work on teachers as re搜索ers into their own work offers much to students of teaching at all levels.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In trying to help prospective teachers break the chain of uninspired and uninspiring teaching, it is essential that teacher educators strive to demonstrate good teaching themselves. It is equally important that we engage prospective teachers in conversations about teaching, including our own, even when that teaching sometimes goes awry. Samuel Wineburg discovered when he shared his own pedagogical failure with his students that such disclosure can be powerfully educative for all concerned. It can also help to create a true community of inquiry. If, as Dewey insists, teachers must be students of teaching as well as students of their subjects, we must all become willing to acknowledge how uncertain we often are about what we do in our classrooms. As Philip Jackson and Parker Palmer both suggest, there seems to be a fundamental insecurity inherent in the practice of teaching which stands in the way of our becoming better at doing it. In this connection, Goswami and Stillman’s work on teachers as re搜索ers into their own work offers much to students of teaching at all levels."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"A major element in our professional education knowledge base is the subject matter preparation of teachers. Beginning broadly, we appreciate Karen Zumwalt\\u2019s thinking on the wide curricular knowledge needed by teachers at all levels, and Frances Klein\\u2019s close examination of the elementary curriculum. We have been influenced by the work of Lee Shulman and his colleagues in their continuing efforts to understand subject matter disciplines more deeply than as a mere collection of facts, generalizations, and rules that are frozen and inerrant. Their exploration of the dynamics of subject matter knowledge in teaching, especially their focus on the role in \\u201cgood\\u201d teaching of substantive structures, syntactical structures, and beliefs about subject matter, offer rich potential to the education of teachers.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"A major element in our professional education knowledge base is the subject matter preparation of teachers. Beginning broadly, we appreciate Karen Zumwalt’s thinking on the wide curricular knowledge needed by teachers at all levels, and Frances Klein’s close examination of the elementary curriculum. We have been influenced by the work of Lee Shulman and his colleagues in their continuing efforts to understand subject matter disciplines more deeply than as a mere collection of facts, generalizations, and rules that are frozen and inerrant. Their exploration of the dynamics of subject matter knowledge in teaching, especially their focus on the role in “good” teaching of substantive structures, syntactical structures, and beliefs about subject matter, offer rich potential to the education of teachers."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We also value the examination of teachers\\u2019 general knowledge of subject matters and their pedagogy by Bill McDiarmid, Deborah Loewenberg Ball, Sharon Feiman-Nemser, Mary Kennedy, Suzanne Wilson, and others . We have been influenced by the work of Nancie Atwell, Lucy Calkins, Catherine Fosnot, Kenneth and Yetta Goodman, Donald Graves, Jane Hansen, Constance Kamii, Selma Wasserman, Eliot Wigginton and others on the subject matter dispositions, knowledge and skills necessary to help students of all ages learn constructively in and across disciplines. We have been influenced by the work of Eliot Eisner and Dennie Wolf in arts; Peter Elbow, Susan Florio-Ruane, Lynn Nelson, and Dennie Wolf in 英语; James Banks, James Becker, Amy Kass, Tom Holt, Suzanne Wilson, and Samuel Wineburg in history; Deborah Loewenburg Ball, Herbert Clemens, Peter Hilton, and Alan Schoenfeld in mathematics; and Charles Anderson, Jeanne Bamberger, Eleanor Duckworth, Anton Lawson, and Harold Morowitz in science.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We also value the examination of teachers’ general knowledge of subject matters and their pedagogy by Bill McDiarmid, Deborah Loewenberg Ball, Sharon Feiman-Nemser, Mary Kennedy, Suzanne Wilson, and others . We have been influenced by the work of Nancie Atwell, Lucy Calkins, Catherine Fosnot, Kenneth and Yetta Goodman, Donald Graves, Jane Hansen, Constance Kamii, Selma Wasserman, Eliot Wigginton and others on the subject matter dispositions, knowledge and skills necessary to help students of all ages learn constructively in and across disciplines. We have been influenced by the work of Eliot Eisner and Dennie Wolf in arts; Peter Elbow, Susan Florio-Ruane, Lynn Nelson, and Dennie Wolf in 英语; James Banks, James Becker, Amy Kass, Tom Holt, Suzanne Wilson, and Samuel Wineburg in history; Deborah Loewenburg Ball, Herbert Clemens, Peter Hilton, and Alan Schoenfeld in mathematics; and Charles Anderson, Jeanne Bamberger, Eleanor Duckworth, Anton Lawson, and Harold Morowitz in science."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In the area of classroom organization, classroom community, motivation, and discipline, we have been informed by the work of Ruth Sidney Charney, William Glaser, Shelley Harwayne, Alfie Kohn, David and Roger Johnson, Deborah Meier, Seymour Sarason, Robert Slavin, Jere Brophy, and Eliot Wigginton. We are also indebted to the outstanding classroom teachers with whom we work who by example and word demonstrate to our students and our student teachers the fundamental respect for young people, for ideas, and for community which must underlie all considerations of classroom organization and discipline.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In the area of classroom organization, classroom community, motivation, and discipline, we have been informed by the work of Ruth Sidney Charney, William Glaser, Shelley Harwayne, Alfie Kohn, David and Roger Johnson, Deborah Meier, Seymour Sarason, Robert Slavin, Jere Brophy, and Eliot Wigginton. We are also indebted to the outstanding classroom teachers with whom we work who by example and word demonstrate to our students and our student teachers the fundamental respect for young people, for ideas, and for community which must underlie all considerations of classroom organization and discipline."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"As we have moved to expand our own understanding of the possibilities and limitations of technology and its application to teaching and learning, we engage students in the use of Powerpoint, WebCt, web-page authoring, multi-media presentations, Inspiration software, and the production of video resources. Guided by the caution of numerous theorists and practitioners including Jacques Ellul, Lewis Mumford, and Neil Postman, we invite students to participate in an open-ended conversation about the values, politics, and virtues necessarily embedded within certain technologies and their application. Our hope is that students can participate knowledgeably in the wider debate while recognizing the implications for democracy.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"As we have moved to expand our own understanding of the possibilities and limitations of technology and its application to teaching and learning, we engage students in the use of Powerpoint, WebCt, web-page authoring, multi-media presentations, Inspiration software, and the production of video resources. Guided by the caution of numerous theorists and practitioners including Jacques Ellul, Lewis Mumford, and Neil Postman, we invite students to participate in an open-ended conversation about the values, politics, and virtues necessarily embedded within certain technologies and their application. Our hope is that students can participate knowledgeably in the wider debate while recognizing the implications for democracy."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In these times of increasing emphasis on standardized testing, we are heartened by the strong arguments for authentic assessment made by thoughtful people like Mary Diez, Howard Gardner, Alfie Kohn, and Grant Wiggins, and we appreciate Lucy Calkins\\u2019 recent effort to help classroom teachers understand more about the nature and limitations of standardized tests, and to use that knowledge to serve their students more responsibly.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In these times of increasing emphasis on standardized testing, we are heartened by the strong arguments for authentic assessment made by thoughtful people like Mary Diez, Howard Gardner, Alfie Kohn, and Grant Wiggins, and we appreciate Lucy Calkins’ recent effort to help classroom teachers understand more about the nature and limitations of standardized tests, and to use that knowledge to serve their students more responsibly."}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"呼叫。ToActionLabel":null,"呼叫。ToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo5MTc3Ng==","title_b28e9_bf21a":"Department 历史","uri":"/academics/departments-programs/education-studies/eds-department-pages/department-history/","parentId":"cG9zdDo5MTc3NA==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"databaseId":91776,"slug":"department-history","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Department 历史 - 十大网赌软件","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Department 历史","opengraphDescription":"Throughout its history, 十大网赌软件 has been actively engaged in preparing teachers for elementary and secondary schools. Although 庇哩亚 graduates may be found in many states, the majority teach in schools in the Appalachian region. 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Westervelt, was designed to give 十大网赌软件 students, faculty, staff, and towns people the opportunity to have a practical \\u201chands-on\\u201d experience enabling them to become more self-sufficient, be more informed consumers of goods and services, and develop skills and knowledge which could be applied in both vocational and avocational settings. In order to avoid conflict with classes and work, the Westervelt program is offered on Tuesday and Thursday evenings. Westervelt offerings have included woods, graphic arts, electronics, power mechanics, metals, and crafts. Instruction is provided on a continuing basis with ample time provided for skill development.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Westervelt program, named for Edmund C. 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The community-oriented class will consist of one session running from January 16 through April 25. The instructor, David Cooke, will be working with class members on the creation of individual projects with a focus on wooden boxes and kitchen items (cutting boards, rolling pins, etc.). Class members with woodworking experience are welcome to work on projects of their own choice with instructor\\u2019s permission. The course will meet every Tuesday and Thursday night during that time from 6:30pm \\u2013 8:30pm (except 十大网赌软件 Spring Break, March 5 and March 7). The course fee will be $30, not including the costs of wood. The course is open to campus personnel (faculty and staff) as well as community members with woodworking experience ranging from novice to expert. Participants must be at least 18 years old to enroll in the Westervelt Program. Participants will need safety glasses\\/googles and hearing protection. Participation in Westervelt is assured upon registration and payment of class fees.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Technology and Applied Design Department is offering the Westervelt Program for the Spring 2024 Semester at 十大网赌软件 in wood working. The community-oriented class will consist of one session running from January 16 through April 25. The instructor, David Cooke, will be working with class members on the creation of individual projects with a focus on wooden boxes and kitchen items (cutting boards, rolling pins, etc.). Class members with woodworking experience are welcome to work on projects of their own choice with instructor’s permission. The course will meet every Tuesday and Thursday night during that time from 6:30pm – 8:30pm (except 十大网赌软件 Spring Break, March 5 and March 7). The course fee will be $30, not including the costs of wood. The course is open to campus personnel (faculty and staff) as well as community members with woodworking experience ranging from novice to expert. Participants must be at least 18 years old to enroll in the Westervelt Program. Participants will need safety glasses/googles and hearing protection. 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\\r\\n \\t
High field\\u00a0500 MHz JEOL ECZR\\u00a0Nuclear Magnetic Resonance Spectrometer, with z-field gradient amplifier, a gradient probe, multinuclear capability, a 3.2mm MAS probe, and a variety of other accessories, for more information follow our posts at the Magnetic Fielders Coaches Bench,<\\/li>\\r\\n \\t
Low field Magritek Spinsight43 NMR,<\\/li>\\r\\n \\t
Scanning Electron Microscope with EDS for elemental analysis,<\\/li>\\r\\n \\t
N2 Homogenizer,<\\/li>\\r\\n \\t
Ultracentrifuge,<\\/li>\\r\\n \\t
Waters 1525\\/2487 HPLC with column heater and dual-wavelength detector,<\\/li>\\r\\n \\t
Waters e2695 HPLC with 2489 UV\\/Vis and 2432 Conductivity detectors,<\\/li>\\r\\n \\t
Millrock Technology Lyophilizer with multiple ports,<\\/li>\\r\\n \\t
Thermo Evolution 201 UV\\/Vis Spectrometer with 8 sample positions,<\\/li>\\r\\n \\t
Ocean Optics FLAME\\u00a0UV\\/Vis Spectrometer with Quantum Northwest TC125 temperature controller,<\\/li>\\r\\n \\t
Shimadzu RF5301pc\\u00a0Luminescence Spectrometer with chiller for \\u201315 to 100\\u02daC operation,<\\/li>\\r\\n \\t
Thermal-Nicolet\\u00a0Fourier Transform Infrared Spectrometer (model 380, 2007) with single bounce diamond ATR (SMART-ATR),<\\/li>\\r\\n \\t
Finnigan LCQ Deca XP Max\\u00a0Electrospray Mass Spectrometer with Finnigan Surveyor Autosampler\\/HPLC interface,<\\/li>\\r\\n \\t
Phillips XPert powder X-ray diffractometer,<\\/li>\\r\\n \\t
Eppendorf Vacufuge plus with rotors for Eppendorf tubes as well as larger centrifuge tubes,<\\/li>\\r\\n \\t
HP 7820 GC with FID detector with autosampler,<\\/li>\\r\\n \\t
HP 7820 GC with a 5977B Mass Spectrometer Detector and autosampler,<\\/li>\\r\\n \\t
Parker\\/Balston hydrogen gas generator to re的地方 He as flow gas in the GCs,<\\/li>\\r\\n \\t
Amersham Biosciences AKTA FPLC System with UPC-900, P-920 Pump & Frac-950 Fraction Collector housed in 4\\u02daC refrigerator,<\\/li>\\r\\n \\t
Buck Accusys 211<\\/a> Flame Atomic Absorption Spectrometer,<\\/li>\\r\\n \\t
Thermo Smart2Pure distilled water system to supply both 5 (Type 2) and 18 (Type 1) M-ohm water,<\\/li>\\r\\n \\t
Thermo Pacific distilled water system to supply 5 megaohm (Type 2) water,<\\/li>\\r\\n \\t
CEM Microwave reactor with a LibertyLite peptide synthesizer,<\\/li>\\r\\n \\t
three Cole-Palmer Rotary Evaporators with \\u201320\\u02daC Thermo Polystat chiller baths,<\\/li>\\r\\n \\t
VAC systems high-performance glove box for work at low pressure or inert (N2) atmospheres with attached -30\\u02daC refrigerator,<\\/li>\\r\\n \\t
two undergraduate re搜索 facilities (MAC 460 and 248),<\\/li>\\r\\n \\t
one smaller laboratory with 8 hood stations for advanced lab and lectures with seating for 16 (MAC470),<\\/li>\\r\\n \\t
one large laboratory with 10 hood stations for organic and analytical chemistry with seating for 32 (MAC457),<\\/li>\\r\\n \\t
one large laboratory with 20 snorkel stations for general and allied health chemistry with seating for 32+ (MAC257)<\\/li>\\r\\n<\\/ul>\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion\":2,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Historical Information","content":"
The chemistry department has undergone many changes over the course of the College’s history. The first science instruction began at the turn of the century (circa 1900) and grew slowly. By the mid-’60s, we had three faculty members: Julian Capps, Gus Levey, and Thomas Beebe. These three men combined to serve 十大网赌软件 for over 100 total years of service time. Beebe was the first at 庇哩亚 to form an undergraduate re搜索 program in the mid-’60s. In the early ’80s, the department expanded to four full-time members. By the late ’90s, we embraced an active biochemistry requirement and added a part-time member in the sustainability and environmental studies area.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Facilities","content":"
\n
High field 500 MHz JEOL ECZR Nuclear Magnetic Resonance Spectrometer, with z-field gradient amplifier, a gradient probe, multinuclear capability, a 3.2mm MAS probe, and a variety of other accessories, for more information follow our posts at the Magnetic Fielders Coaches Bench,
\n
Low field Magritek Spinsight43 NMR,
\n
Scanning Electron Microscope with EDS for elemental analysis,
\n
N2 Homogenizer,
\n
Ultracentrifuge,
\n
Waters 1525/2487 HPLC with column heater and dual-wavelength detector,
\n
Waters e2695 HPLC with 2489 UV/Vis and 2432 Conductivity detectors,
\n
Millrock Technology Lyophilizer with multiple ports,
\n
Thermo Evolution 201 UV/Vis Spectrometer with 8 sample positions,
\n
Ocean Optics FLAME UV/Vis Spectrometer with Quantum Northwest TC125 temperature controller,
\n
Shimadzu RF5301pc Luminescence Spectrometer with chiller for –15 to 100˚C operation,
\n
Thermal-Nicolet Fourier Transform Infrared Spectrometer (model 380, 2007) with single bounce diamond ATR (SMART-ATR),
\n
Finnigan LCQ Deca XP Max Electrospray Mass Spectrometer with Finnigan Surveyor Autosampler/HPLC interface,
\n
Phillips XPert powder X-ray diffractometer,
\n
Eppendorf Vacufuge plus with rotors for Eppendorf tubes as well as larger centrifuge tubes,
\n
HP 7820 GC with FID detector with autosampler,
\n
HP 7820 GC with a 5977B Mass Spectrometer Detector and autosampler,
\n
Parker/Balston hydrogen gas generator to re的地方 He as flow gas in the GCs,
\n
Amersham Biosciences AKTA FPLC System with UPC-900, P-920 Pump & Frac-950 Fraction Collector housed in 4˚C refrigerator,
\n
Buck Accusys 211 Flame Atomic Absorption Spectrometer,
\n
Thermo Smart2Pure distilled water system to supply both 5 (Type 2) and 18 (Type 1) M-ohm water,
\n
Thermo Pacific distilled water system to supply 5 megaohm (Type 2) water,
\n
CEM Microwave reactor with a LibertyLite peptide synthesizer,
\n
three Cole-Palmer Rotary Evaporators with –20˚C Thermo Polystat chiller baths,
\n
VAC systems high-performance glove box for work at low pressure or inert (N2) atmospheres with attached -30˚C refrigerator,
\n
two undergraduate re搜索 facilities (MAC 460 and 248),
\n
one smaller laboratory with 8 hood stations for advanced lab and lectures with seating for 16 (MAC470),
\n
one large laboratory with 10 hood stations for organic and analytical chemistry with seating for 32 (MAC457),
\n
one large laboratory with 20 snorkel stations for general and allied health chemistry with seating for 32+ (MAC257)
\n
\n"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Opportunities & Internships\",\"level\":2,\"anchor\":\"h-opportunities-internships\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-opportunities-internships","content":"Opportunities & Internships"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Problem solving using both practical and quantitative reasoning skills indoctrinate the courses. The department strongly believes students should conduct re搜索 as part of their undergraduate curriculum. Current projects include phosphate glasses, organometallic synthesis\\/catalysis, the synthesis of organic thermoelectric materials, investigations into the specificity of certain proteins and phosphate analysis.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"In addition, students often conduct undergraduate re搜索 at other institutions. Students also do summer internships at hospitals, pharmacies and\\/or chemical industry.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Majors assemble a 化学 Portfolio over their junior and senior years. These insure each student has: conducted experiments in all areas of chemistry, has achieved proficiency in all major areas of instrumentation, and has attended and given seminars both inside and outside 十大网赌软件.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Teaching Assistants gain real-life experience running labs and instrumentation, grading academic work, and are instrumental in the tutoring program.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Several student awards are given to deserving chemistry majors every year. Many have been recognized by the Kentucky Academy of Science.\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"职业生涯 & Outcomes\",\"level\":2,\"anchor\":\"h-careers-outcomes\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-careers-outcomes","content":"职业生涯 & Outcomes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"庇哩亚化学 graduates gain theoretical knowledge and practical experiences through coursework, re搜索, and work program. They are prepared for:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"庇哩亚化学 graduates gain theoretical knowledge and practical experiences through coursework, re搜索, and work program. They are prepared for:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Graduate study and medical school\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Secondary education\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Laboratory Re搜索\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Our students have gone on to work in many fields including:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Our students have gone on to work in many fields including:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Chemical industrial re搜索\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Medicine (including doctors, physician assistants, and pharmacists)\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Teaching (both college and secondary)\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Contact Us\",\"level\":2,\"anchor\":\"h-contact-us\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-contact-us","content":"Contact Us"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"十大网赌软件 | Margaret A. Cargill Natural Sciences and Health | CPO 1722 | 庇哩亚, KY 40404 | 859-985-3298
\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"十大网赌软件 | Margaret A. Cargill Natural Sciences and Health | CPO 1722 | 庇哩亚, KY 40404 | 859-985-3298
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American Chemical Society (ACS)<\\/a><\\/li>
National Academy of Science\\/National Re搜索 Council<\\/a><\\/li>
National Science Foundation (NSF)\\u00a0(provides re搜索 grants and fellowships)<\\/a><\\/li>
Fannie &\\u00a0John Hertz Foundation (excellent program for graduate fellowships)<\\/a><\\/li>
ACS Graduate school information<\\/a><\\/li>
ACS Graduate School Newer information<\\/a><\\/li>
\\n Advanced Laboratory Portfolio (PDF)<\\/a> \\u2014 The advanced laboratory portfolio is described in greater depth in an article\\u00a0 in the Journal of College Science Teaching<\\/a>\\n<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Re搜索 Opportunities\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Re搜索 Opportunities"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
NSF REU Comprehensive list<\\/a><\\/li>
The\\u00a0 Pharmaceutical Sciences Ph.D. program<\\/a>\\u00a0at the\\u00a0 University of Kentucky College of Pharmacy<\\/a>\\u00a0is offering the opportunity for undergraduates to participate in our paid\\u00a0 2022 Summer Undergraduate Re搜索 Program<\\/a>\\u00a0(deadline 2\\/25)<\\/li>
\\n 2022 Ole Miss 化学 Summer Re搜索 Experience for Undergraduates (REU)<\\/a>\\u00a0contact\\u00a0 nhammer@olemiss.edu<\\/a>\\u00a0(deadline 3\\/7)<\\/li>
The\\u00a0 University of Tennessee at Knoxville REU 2022 Program<\\/a>\\u00a0(flyer<\\/a>, deadline 2\\/15)<\\/li>
\\n University of Southern California<\\/a>\\u00a0chemistry department\\u00a0 REU_Program<\\/a>\\u00a0(deadline 2\\/15) contact\\u00a0 amartiro@usc.edu<\\/a>\\n<\\/li>
Purdue University\\u00a0 Summer Re搜索 Opportunities Program<\\/a>\\u00a0(deadline 2\\/10)<\\/li>
University of Cincinnati summer\\u00a0 REU Program 2022<\\/a>\\n<\\/li>
\\n University of Akron<\\/a>\\u00a0summer\\u00a0 REU program<\\/a>\\n<\\/li>
University of Rochester (info session on Feb 3<\\/a>) re搜索 opportunities\\u00a0 PREP<\\/a>\\u00a0&\\u00a0 Summer Scholars Program<\\/a>\\n<\\/li>
INTERDISCIPLINARY MICRO\\/NANO\\/ADDITIVE MANUFACTURING PROGRAM at\\u00a0 UofL , REU<\\/a>\\n<\\/li>
KY IDeA Networks of Biomedical Re搜索 Excellence (INBRE)\\u00a0Re搜索 Opportunity\\u00a0 (flyer)<\\/a>\\n<\\/li>
University of Colorado, Anschutz Medical Campus, Re搜索 Opportunities<\\/a><\\/li>
University of Iowa, Carver College of Medicine, Student Opportunities<\\/a><\\/li>
University of Maine, College of Natural Sciences, Forestry, & Agriculture, REU 2022<\\/a><\\/li>
LSU, Center for Computation & Technology, Interdisciplinary Re搜索<\\/a><\\/li>
Stowers Institute, Graduate School, Post-baccalaureate Program to Diversify STEM<\\/a><\\/li>
American Association of Physicists in Medicine, 2022 Grants and Fellowships<\\/a><\\/li>
Johns Hopkins, Department of 生物学, \\u00a0REU 2022<\\/a><\\/li>
University of Arizona, Biosphere 2, REU 2022<\\/a><\\/li>
The Jackson Laboratory, Summer Student Program<\\/a><\\/li>
UC Berkeley\\/LBL \\u2013 Science Undergraduate Laboratory Internship (SULI)<\\/a><\\/li>
Undergraduate Complexity Re搜索, Santa Fe Institute<\\/a><\\/li>
Coastal Re搜索 in Environmental Science & Technology, U Mass, Boston<\\/a><\\/li>
Plant Health Fellows at Southern Connecticut State University<\\/a><\\/li>
SMART-MIND Program at UTEP<\\/a><\\/li>
EMERGE 生物学 Integration Institute, The University of New Hampshire and Abisko, Sweden<\\/a><\\/li>
Center for Geneti呼叫。y Encoded Materials (C-GEM at UC Berkeley) summer undergraduate re搜索 program<\\/a><\\/li>
CHEM-SURF at University of California, Irvine 2022<\\/a><\\/li>
FIU Conservation Science at Miami Zoo 2022<\\/a><\\/li>
\\n DOE and ACS Summer Schools in Nuclear and Radiochemistry 2022<\\/a>,\\u00a0 Nuclear 化学 Summer School Flyer 2022<\\/a>\\n<\\/li>
\\n University of Louisville REU 2022<\\/a>, INTERDISCIPLINARY MICRO\\/NANO\\/ADDITIVE MANUFACTURING PROGRAM ADDRESSING CHALLENGES TODAY<\\/li>
NASA Student Airborne Re搜索 Program (SARP) 2022<\\/a><\\/li>
The CBI Program at Johns Hopkins University<\\/a><\\/li>
2022 庇哩亚\\/Aspirnaut\\u2122 Hal Moses Summer Reserach Internship, Application is now OPEN<\\/a><\\/li>
\\n University of Southern California 2021 Program<\\/a>\\u00a0(poster<\\/a>\\u00a0and\\u00a0 flyer<\\/a>)<\\/li>
The Summer Re搜索 Internship for Minority Students (SRIMS)at Marshall University<\\/a><\\/li>
\\n Department of Energy and ACS Nuclear 化学 Summer School 2021<\\/a>\\u00a0(flyer<\\/a>)<\\/li>
KBRIN Summer 2021 Program<\\/a><\\/li>
APS\\/IBM Re搜索 Internship for Undergraduate Women and Underrepresented Minorities<\\/a><\\/li>
\\n lINTERDISCIPLINARY MICRO\\/NANO\\/ADDITIVE MANUFACTURING PROGRAM ADDRESSING CHALLENGES TODAY at the University of Louisville<\\/a>\\u00a0(flyer<\\/a>)<\\/li>
\\n University of Akron Polymer REU 2021<\\/a>\\u00a0(flyer<\\/a>)<\\/li>
Michigan State University 化学 2017 Program<\\/a><\\/li>
NASA SARP 2017<\\/a><\\/li>
CUR 项目<\\/a><\\/li>
Georgia Southern University 2017 Program<\\/a><\\/li>
Oak Ridge Association of Universities 项目<\\/a><\\/li>
MIT Summer Re搜索 Program<\\/a><\\/li>
EcoFS 2017 Summer Field Course<\\/a><\\/li>
Woodrow Wilson Teaching Fellowships<\\/a><\\/li>
University of North Texas, Denton TX, REU 2018<\\/a><\\/li>

Qualifications<\\/h2>\\r\\nIn order to qualify for Psi Chi membership students must:\\r\\n\\r\\n \\tHave completed 3 psychology courses<\\/li>\\r\\n \\tHave registered as a major in psychology<\\/li>\\r\\n \\t

Membership

Qualifications

Benefits

Contact Information

Impact of Re搜索 on Graduate School and/or Career Decisions

Outreach Activities Related to Re搜索

An Example of Community-Oriented Applied 数学 Re搜索